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PART III
VISITS TO VARIOUS INSTITUTIONS IN THE UNITED KINGDOM
Your Commissioners having in the previous portion of their Report described the educational and industrial establishments which we visited on the Continent, now proceed to notice some of the more important kindred institutions which we have inspected in the United Kingdom. As most of these are sufficiently well known, we have dealt briefly with this branch of our subject.
The following is a list of the towns and institutions treated of:
London School Board.
I. University College.
II. King's College.
III. Normal School of Science, South Kensington, and Royal School of Mines.
IV. Museum of Practical Geology.
V. National Art Training School.
VI. Science and Art Department, as to Examinations.
VII. City and Guilds of London Institute.
VIII. Polytechnic Young Men's Christian Institute.
IX. Royal Indian Engineering College.
X. Royal Naval College, Greenwich.
XI. Crystal Palace School of Engineering.
XII. Oxford.
XIII. Cambridge.
XIV. Manchester.
XV. Liverpool.
XVI. Oldham.
XVII. Barrow-in-Furness.
XVIII. Birmingham.
XIX. Leeds.
XX. Sheffield.
XXI. Bradford.
XXII. Keighley.
XXIII. Saltaire.
XXIV. Nottingham.
XXV. Bristol
XXVI. Bedford.
XXVII. Kendal.
XXVIII. Glasgow.
XXIX. Edinburgh.
XXX. Ireland - Dublin, Cork, Belfast, and the West of Ireland.
LONDON
London School Board - Instruction in Elementary Science. Before passing on to the institutions for scientific, art, and technical instruction, it may be well to state briefly the steps which have been taken by the School Board for London for introducing instruction in elementary science into their schools.
In addition to the object lessons given in the infant schools, the School Management Committee have decided* that elemen-
*See Circular, October 30, 1882.
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tary science shall be taught throughout the boys' and girls' departments, in place of the object lessons hitherto given, and their instructions to the teachers, on object lessons, have been modified accordingly.
The following is suggested by the School Management Department as a model scheme, but teachers have full liberty to vary it according to their tastes and acquirements:
A more detailed description of the courses on physics, mechanics, chemistry, and physiology, has also been prepared by the Board.
Moreover, courses of instruction in elementary science, have been established by the Board for the central instruction of pupil teachers.
The School Board for London has not as yet established any higher elementary or graded schools, such as exist in Manchester, Sheffield, and elsewhere, having laboratories for the practical teaching of science; nor have they adopted the excellent system, which the Commissioners found at work in Birmingham and in Liverpool, of employing a science demonstrator, who teaches the subjects with practical illustrations in the various elementary schools.
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I. UNIVERSITY COLLEGE, LONDON
Although the endowments of this college are insignificant compared with those of the colleges of Oxford and Cambridge, and of many modern institutions, yet University College has always stood in the front rank with respect to its scientific teaching, and the recent erection of extensive and well-fitted chemical, physiological, and engineering laboratories, shows that the spirit which has animated the authorities of the college in the past has not suffered diminution.
The Commissioners first inspected the new chemical department under the direction of Professor Williamson, F.RS., where every convenience for practical work and research is found. The laboratory contains 45 working places, and the block of new buildings, including the physiological section, cost £40,000. The department of applied chemistry under Professor Charles Graham, is of recent foundation; lectures are given on the alkali manufacture, baking, brewing, &c. The practical work in this laboratory is made as far as possible to bear on the various industries. The City and Guilds of London Institute contributes £200 per annum to the maintenance of this department.
The engineering department under the charge of Professor Kennedy, was next visited. The laboratory contains a large testing machine, capable of working up to 45 tons. In this department there are 60 students, and the manual work done is confined to the preparation of small specimens for mechanical testing. Professor Kennedy does not attach much value to teaching young men practical work in the school; he is of opinion that they should be taught to draw well, and should be made thoroughly acquainted with the principles of the machines with which they will hereafter have to work. He thinks that it would be a great advantage, if all young men about to become engineers could take part in the practical testing of the properties and strength of materials.
Professor Kennedy is engaged in private practice as a consulting engineer, and the students are often employed on the investigations which he is called upon to perform. The City and Guilds Institute contributes £200 annually to this chair also.
In the physical department under the care of Professor Carey Foster, F.R.S., the tuition is chiefly of a theoretical character, there being very insufficient means of giving practical laboratory instruction.
The Slade Art School, under the direction of Professor Legros, is another department of University College. The building for this department is complete and commodious, containing studios for drawing from the life and the antique, as well as lecture rooms, where lectures on anatomy, the science of perspective, the chemistry of colours, &c. are delivered. The school is in a very flourishing state, and is open to female as well as to male students.
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Attached to University College is a very successful high class modern school, under the head-mastership of Mr. H. Weston Eve, containing 600 boys. Considerable attention is paid in the school to the teaching of science, practical laboratory instruction being given in Chemistry by Mr. Orme, (working places being provided for 60 boys), and in Physics by Mr. J. J. Walker.
II. KING'S COLLEGE, LONDON
The Commissioners were received by the principal of the College, the Rev. Canon Barry.
Similar remarks as to the value of the scientific and technical instruction, apply to King's as to University College.
A remarkable feature of this institution are the workshops connected with the engineering department. In these, the students go through a series of exercises in mechanical work. The college course lasts for nine terms, and engineer students passing through this, are said to shorten their apprenticeship by two years. The direction of this department is under Professor Shelley, and the practical instruction is given by Mr. Walker. The course of instruction has more of a workshop character than that at University College. The carpenters' and mechanical shops and smithy are open under certain regulations to the boys from the school attached to the college. In the joiners' shops they learn to make the common joints of carpenter's work, and the fitting of doors and windows, whilst in the engineers' shop they learn wood and metal-turnings chipping, filing, and surfacing.
The chemical laboratories under Professor Bloxam contain, in the general division 62 working places, and in the advanced 20. There is a distinct department for photographic work under Mr. Thomson.
The Wheatstone Physical Laboratory is a noteworthy feature of the physical department, under Professor W. G. Adams, F.R.S. It is large and well arranged for practical work, and a considerable number of students avail themselves of it. A large collection of physical apparatus and several rooms for special experiments are also found in this section of the college. The department of applied fine ' art is under Professor Delamotte, and in this an attempt is made to apply art teaching to industrial purposes, and students are engaged in designing for china and for woven fabrics.
The mechanical drawing department is under the charge of Professor Glenny.
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III. NORMAL SCHOOL OF SCIENCE AND ROYAL SCHOOL OF MINES, SOUTH KENSINGTON
The Commissioners visited the Normal School at South Kensington, and were received by the Registrar, General Martin, who accompanied them over the building.
This school, which was reorganized in 1881,* gives systematic instruction in mathematics and mechanics, physics, chemistry, biology and botany, geology and mineralogy, agriculture, metallurgy and assaying, elements of astronomical physics, practical geometry, and mechanical and freehand drawing. Mining is taught at the Museum of Practical Geology in Jermyn Street, but forms part of the Normal School. The Normal School is primarily intended for the training of science teachers, and the instruction of students of the industrial classes, selected by competition in the annual examinations of the Science and Art Department; but other students are admitted on payment of prescribed fees. The students may be (1) occasional students and (2) regular students who are preparing for the associateship of the school, and pass through a prescribed course extending over 3 to 3½ years. The instruction for the first two years for all the associate students is the same, and includes mechanics and mathematics, physics, chemistry, elementary geology, astronomy, mineralogy, and drawing. The student then elects to take up one of the following divisions, to which the remainder of his course is directed: viz., for the title of Associate of the Normal School of Science, I. Mechanics, II. Physics, III. Chemistry, IV. Biology, V. Geology, or VI. Agriculture; and for title of Associate of the Royal School of Mines, either VII. Metallurgy, or VIII. Mining.
There are 12 exhibitions each of the value of £50 per annum tenable at this school, and continuing during the course of time (3 to 3½ years) necessary for the preparation for the associate ship examination. The exhibitioners have also free admission to the lectures and laboratories. Three or four are vacant each year, and are competed for at the May examinations of the Science and Art Department. Six free studentships are also similarly annually competed for. These correspond to the exhibitions, except in so far that they carry no money grant.
Free instruction is likewise given to local exhibitioners, who hold scholarships of the value of £50 per annum, half of which sum is subscribed by the locality, and half by the Department. There are also royal scholarships, four of £15 for first year students, and two of £25 for second year students.
About 50 science teachers, or students intending to become teachers, also receive free instruction, and in addition are paid the railway fare to London, and receive a maintenance allowance of 21s a week whilst under instruction.
*For history of the school, see Prof. Huxley's evidence (Answer 3070.)
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During the summer vacation, short courses of lectures, extending over three weeks, are given to science teachers, about 200 in number, who are aided by the Department in the payment of the expenses of the journey to, and residence in, London during the progress of the course.
Courses of popular evening lectures for working men are also given by the professors.
The Commissioners first visited the Metallurgical Laboratory which had recently been fitted up in the basement of the building. The Chemical Laboratories under the charge of Professor Frankland were inspected, and also the Physical Laboratory of Professor Guthrie and the Physiological Laboratory under Professor Huxley. The Commissioners had conversations with the professors, on the system of science teaching adopted in the school.
Professor Huxley, the Dean of the School, explained the methods of practical and theoretical instruction given under his guidance in the department of biology, which includes an important museum and a large collection of preparations and diagrams arranged for the special purposes of study. Pure and applied geology under Professor Judd forms an important feature of the science instruction, and the students are brought into close contact with the subject by the microscopic preparation and examination of rock sections and other practical geological work. Professor Guthrie explained the way in which he had introduced laboratory work in physics; every student having to construct certain simple physical apparatus. Professor Chandler Roberts stated that in his department (that of metallurgy), there were 30 working places. Since coming to South Kensington he had had a large addition of students, and there were now 40 under instruction, and it needed much ingenuity to arrange the places for them. In the chemical department the numbers have slightly fallen off.
IV. MUSEUM OF PRACTICAL GEOLOGY AND ROYAL SCHOOL OF MINES
On the occasion of their visit to the Museum in Jermyn Street, the Commissioners were received by Professor Warington Smyth, F.R.S., and Mr. Rudler, the curator. Since the transfer of the School of Mines to South Kensington in 1881, the practical science teaching, except in the caÇe of mining students who take part of their instruction here, has virtually ceased. Evening science lectures for working men take place during the session; the charge for admission to each course of lectures is 6d. There is a good library, a small chemical laboratory, a lecture theatre, and the necessary class-rooms.
The geological collection first known as the Museum of Economic Geology, was transferred to Jermyn Street from Craig's Court in 1851. The museum was designed to illustrate
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mainly the geology of Great Britain and Ireland, and to show the applications of geological science. It contains specimens of minerals, including the ores of the useful metals, and models representing metallurgical processes. The various arts connected with the mineral resources of the country are illustrated by specimens showing varieties or peculiarities of manufacture. An excellent historical collection of English pottery and porcelain has been added, and there is a very complete series of English building stones.
The collection of models of mines, mining tools, and mining machinery is very extensive. All the varieties of safety lamps are shown.
The Mining Record Office, which was formerly situated at Jermyn Street, was transferred to the Home Office in 1882.
The Offices of the Geological Survey of Great Britain are also at the Museum.
V. NATIONAL ART TRAINING SCHOOL
The School of Design which, in 1853, was removed to Marlborough House from Somerset House, has been established since 1856-7, at South Kensington, as the National Art Training School.
An important change has taken place in the conduct of the school since 1871, when, in order to fulfil more efficiently its primary object of training teachers, an entrance examination was imposed. In the year 1880-1 there were 128 students (94 males and 34 females) attending the school without paying fees, 47 students were admitted on payment of half-fees, and from 759 students (359 males and 400 females) the sum of £3,022 was received in fees. The course of instruction includes 23 stages, in the highest of which, stages 22 and 23, the student takes elementary and applied design.
Certificates of competency to teach the subjects comprised in these various stages of instruction, are given to candidates who pass the necessary examinations. These are -
(a) The preliminary or art teacher's certificate.
(b) Art certificates of the third grade.
The Commissioners, accompanied by the principal, Mr. Sparkes, inspected the various class-rooms, and examined the work in progress. The more advanced students draw and model from the antique and from the life. We were present at a lecture by Mr. Stannus, on decorative art; and, on a subsequent visit, when we were accompanied by the Director for Art, Mr. T. Armstrong, we were shown the designs for industrial purposes made by the students of the training class, among which were specimens of designs for metal work, wood carving, goldsmiths' work, pottery, and the interior decoration of buildings. These designs are worked out in competition among the students.
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VI. EXAMINATIONS UNDER THE SCIENCE AND ART DEPARTMENT, SOUTH KENSINGTON
Examinations in art, in connection with the Science and Art Department, date back to 1853, though the existing comprehensive plan of annual examinations was not established until 1857. In that year, 12,509 students were instructed in local schools of art, and 396 in the Central Training School, and through the various agencies connected with the Department, 43,212 children in elementary and other schools were taught drawing. No general system of examinations in science was formulated until 1859, when the number of subjects, on which payment could be obtained, was limited to six. In May 1861, when the first general and simultaneous science examination was held, there were 38 classes with 1,330 pupils, besides some 800 pupils in classes not under certificated teachers.
In the year 1882, there were in all 909,206 persons receiving art instruction in connection with the Department, and 68,581 students in science, in 1,403 science schools, with 4,881 classes.
The Examinations in Art are of three grades, the first grade being intended for children attending the elementary school, the second grade for the pupils of secondary schools and the students of art classes and schools of art, and the third grade is applicable for teachers or art masters.
Science Examinations are held in 25 subjects; the examinations take place in May, and are divided into three stages; the "elementary", "advanced", and "honours". In each stage there are two grades of success.
On receipt of proper demands from local authorities, papers, both for the science and art examinations, are forwarded from South Kensington to the centres where the examinations are conducted. The worked papers are sealed up directly after the examination, and forwarded to London. On the result of these examinations, prizes and scholarships are awarded to the successful students, and money payments are made to the local committee, which vary in accordance with the degree of success attained by the students, and with the nature of the subject.
The total payments in the year 1882-3, on account of science schools and classes, grants, prizes, etc., was £45,376 0s 6d, and for success in art the amount was £67,354 10s 6d.
The total expense of the Science and Art Schools is returned at £155,367 5s 4d for the year 1882-83, exclusive of the staff of the department, who received £8,898 4s 10d.
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VII. THE CITY AND GUILDS OF LONDON INSTITUTE
This Institute has been established by the City Livery Companies, for the purpose of providing and encouraging education adapted to the requirements of all classes of persons engaged, or preparing to engage, in manufacturing and other industries.
With this object the Institute subsidises existing educational establishments, which, in the opinion of the Council of the Institution, are providing sound technical instruction, and which would possibly languish except for external aid.
It also encourages, in the principal industrial centres of Great Britain, the formation of evening classes, in which workmen and foremen, engaged in their several factories during the day, receive special instruction in the principles of science, in their application to the processes with the practical details of which they are already familiar.
It aims at establishing and maintaining in the Metropolis model technical schools, to serve as types of other schools to be founded and supported by local efforts in provincial towns; and, lastly, it is erecting a Central Institution, corresponding to some extent to the great Polytechnic Schools of Germany, Switzerland, and Italy, and to the École Centrale of Paris.
With this varied programme, the City and Guilds of London Institute is assisting in the professional instruction of all classes of persons engaged in industrial operations, of artisans, apprentices, foremen, managers of works, manufacturers, and technical teachers.
The Council of the Institute have no intention of interfering with any existing social institution, such as apprenticeship, or any other relationship between employer and employed, but aim only at supplying the want of further instruction which is everywhere felt to exist, by supplementing, and by preparing pupils more thoroughly to profit by, workshop training.
For the establishment of technical classes in the Metropolis and in provincial manufacturing towns, the Institute has granted for a period of years the following annual subventions:
£400 to University College, London.
£400 to King's College, London.
£350 to Horological Institute.
£250 to School of Art Wood Carving.
£300 to Firth College, Sheffield.
£300 to University College, Nottingham.
£200 to Technical School, Manchester.
In addition to these annual grants, it has given £700 for the establishment of a Technical School in Leicester, as well as £200 to Nottingham, and £100 to Manchester for the purchase of mechanical appliances, besides other smaller grants.
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In nearly all the large manufacturing towns, evening classes in Technology, as distinguished from the Government classes in Science and Art, are being assisted by the Institute. The work done by the students of these classes is inspected and examined by the Institute, and on the results of the annual examinations, certificates and prizes are granted, which are beginning to be regarded as diplomas of proficiency, and are said to enable operatives to obtain better employment and higher remuneration. These evening classes have already become, and are likely in future to become still more, the nuclei of technical colleges, mainly supported by the towns in which they are situated, but connected with, and affiliated to, the City and Guilds of London Institute, by means of its examinations and superintending influence.
According to the Programme of Technological Examinations for 1883-84, examinations are held in the following subjects:
1. Alkali and allied branches.
A. Salt manufacture.
B. Alkali manufacture.
C. Soap manufacture.
2. Bread-making.
3. Brewing.
4. Distilling
A. Coal tar distilling.
B. Spirit manufacture.
5. Sugar manufacture.
6. Fuel.
7. Oils, colours, and varnishes, manufacture of.
8. Oils and fats, including candle manufacture.
9. Gas manufacture.
10. Iron and steel manufacture.
11. Paper manufacture.
12. Pottery and porcelain manufacture.
13. Glass
14. Dyeing -
A. Silk.
B. Wool.
15. Bleaching, dyeing, and printing of calico or linen.
16. Tanning leather.
17. Photography.
18. Electro-metallurgy.
19. Textile fabrics, manufacture of -
A. Cloth.
B. Cotton.
C. Linen.
D. Silk.
E. Jute.
20. Lace manufacture.
21. Weaving and pattern designing.
22. Electrical engineering -
A. Telegraphy.
B. Electric lighting and transmission of power.
C. Electrical instrument making.
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23. Metal plate work.
24. Plumbers' work.
25. Silversmiths' work.
26. Watch and clock making.
27. Tools -
A. Wood working.
B. Metal working.
28. Mechanical engineering.
29. Carriage buildmg.
30. Printing.
31. Ores, mechanical preparation of.
32. Mine surveying.
33. Milling (flour manufacture).
34. Carpentry and joinery.
These examinations were originally established by the Society of Arts, but were subsequently taken over and considerably modified and developed by the City and Guilds of London Institute. In 1879 the number of candidates was 202, and the examinations were held in 23 different places. In 1883, 2,397 candidates presented themselves from 164 centres in different parts of the United Kingdom.
The Finsbury Technical College, which was opened on 19th February 1883, has been erected, at a cost of about £36,000, to serve as a model trade school for the instruction of artisans and of other persons preparing for intermediate posts in industrial works. It consists of a school of applied science and art. There is a day and an evening school. The latter provides systematic instruction for those who are engaged in the staple industries of the district, including cabinet-making; and in the applications of chemistry, mechanics, and physics, to special trades, such as spirit rectification, mechanical engineering, electric lighting, &c. An approach has been made to the establishment of a relationship between this College and the principal middle class schools of the Metropolis, by the award to selected pupils from these schools of exhibitions enabling them, without payment of fees, to receive in the College scientific and technical training, fitting them for various occupations and industries, as well as for higher technical instruction.
The subjects taught comprise mathematics, pure and applied, practical mechanics, chemistry, physics, electrical technology, freehand, model, and machine drawing, workshop practice, French , and German; and in the evening additional classes are held in carpentry and joinery, metal-plate work, bricklaying, drawing, painting, modelling, and design.
The South London Technical Art School, situated in the Kennington Park Road, provides instruction for artisans engaged in various industries in which art aptitude is indispensable to success. The courses are for evening and for day students, for men and women. The subjects of instruction include drawing, modelling and painting from life, wood-engraving, china-painting, enamelling, and design.
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The Central Institution in the Exhibition Road, now in course of construction, is intended to give to London a first-class college in which technical teachers for the provincial schools may be educated, and in which those who are to be engaged in the superintendence of great industrial works may receive their preliminary training. The establishment of this Central Institution will, it is hoped, render unnecessary the recourse to foreign countries (where similar institutions already exist) for the technical instruction of managers of works, engineers, and industrial chemists, and will be welcomed by manufacturers, who feel the want in London of some such institution, in which their sons who are to succeed them can obtain as good an education as at Paris, Zurich, Munich, or Berlin. Just as the École Centrale at Paris is about to be removed to the immediate neighbourhood of the Conservatoire des Arts et Métiers, in order that the students may be near to the collections of machinery and other industrial objects which the Conservatoire contains; so the Central Institution of London is built near to the Science Schools and National Museums of South Kensington. Besides giving to the Metropolis a Technical High School or Technical University for advanced instruction in the applications of science and of art to industrial operations, the Central Institution, as a training school for teachers, as a focus for uniting the different technical schools now in existence, and as a centre for the dissemination of technical knowledge, is expected to be the means of increasing the efficiency of every department of the Institute's work.
It is estimated that the Central Institution, with its fittings, &c, will cost about £96,000, of which sum the Council of the Institute have been able to provide about £75,000 by accumulated savings and by grants from several of the Companies as indicated in the report. There is a deficit of about £20,000 now needed for fittings, furniture, and apparatus, which the Council have at present no means of supplying.
The Central Institution. The foundation column of the Central Institution was placed by His Royal Highness the Prince of Wales, President of the Institute, on the 18th July 1881.
The building has a frontage of 300 feet in the Exhibition Road, on the opposite side to the South Kensington Museum, and closely adjoining the Natural History Museum, designed by the same architect, Mr. Alfred Waterhouse, A.R.A., of London. The exterior Is of a semi-classic character, and the arms of the principal manufacturing towns in the United Kingdom are displayed in strong relief upon its front.
It is, for the most part, five stories in height. In the basement are physical laboratories and mechanical workshops, three very large shops at the back being top-lighted. The entrance-hall is in the centre of the building, and leads to the great corridor which stretches from one end of the building to the other. Mechanical class-rooms, physical class-rooms, a museum for industrial apparatus, and a room for the teaching of mathematics are on three floors. There are also at the back of the building two
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large lecture-theatres, lighted principally from the sides; one being for chemistry and the other for physics and mechanics.
On the first floor, over the entrance, is a large reading-room and library, with experiment rooms and class-rooms on each side of it. The offices for the administration are towards the north end of the building, terminating in the council-chamber, a handsome apartment, on the walls of which it is proposed to emblazon the arms of all the Livery Companies. On the second floor an art museum occupies the principal position in the centre of the building, with class-rooms and lecture-rooms on each hand. On the third floor, above the art museum, is a large room, 67 feet by 35 feet, with a fine semi-circular roof, to be used as a museum of technology. At one extremity of the building is a refreshment-room for students and others engaged in the building. At the opposite end is a large special laboratory adjacent to the general chemical laboratory, underneath which are two additional laboratories for special purposes.
There is space for an additional wing at the south end of the building, corresponding to that at the north end, which contains the chemical department and the lecture theatres.
The scheme for the organization of this institution will be found in the Appendix, Vol. IV.
The Technical College, Tabernacle Row, Finsbury, London. This institution, founded by the City and Guilds of London Institute, gives technical instruction, both day and evening, of a character suited to the requirements of artisans and others. Practical laboratory work in the subjects taught, forms a special feature of the system of instruction.
A complete course of instruction has been drawn up for the day students and for those attending the evening classes. The students can enter into any one of the following departments:
(1) Mechanical engineering.
(2) Electrical engineering.
(3) Industries involving applications of chemistry,
(4) Building trades.
(5) Applied art industries.
There are at present about 100 students attending the day school, and upwards of 600 students attending the evening school. The fees for the complete course of day instruction are at present as follows:
Annual payment, £9 in one sum, or £10 in three instalments. For the evening courses the fees range from 5s to 30s.
The course extends over two years, and it is proposed to give certificates to those students who go through the entire course satisfactorily.
Evening Instruction. The Commissioners visited this institution and the adjoining Middle Class School in Cowper Street on two occasions. They were met by Mr. W. P. Sawyer and Mr. Owen Roberts, two of the Honorary Secretaries, and some members of the committee, and inspected, in the first instance, the evening classes of the college. They were introduced to
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Professor Ayrton, the teacher of physics and electricity, who conducted them over the various rooms in his department, eight of which are devoted to the laboratory work of the students.
One of these contains dynamo-machines, worked either by the main steam engine of the building or by a gas engine in the room. There is one large Edison dynamo-machine used for lighting the building, and students were engaged in making original experiments on some of the others. The second room is used for experimenting on accumulators, taking photometric measurements of electric lamps, &c. The third room is fitted up for delicate experiments, such as measuring the insulation and capacity of submarine cables, the instruments standing on pillars carried up from the basement. These three rooms are all used by second and third year students of electrical engineering.
The fourth and fifth rooms are fitted up for an organized series of experiments for first year students of electrical engineering; one of the rooms being for experiments in current electricity, and in static electricity. The peculiarity of the arrangement adopted is that each experiment has all the apparatus required for performing it ready in position, together with printed instructions. The students work in groups of three. This arrangement enables the very large numbers, who only come to the laboratory for a couple of hours at a time, to work together, and to complete, or nearly complete, one experiment during that time, which would be quite impossible if the students had to search for the necessary apparatus, resistance coils, batteries, &c., and to fit them up. The instruments needed for each experiment, completely fitted, are mounted on a board, which can be taken into the lecture room for use during the lectures. The sixth room, which is a small one, is fitted up for plotting curves, recording the results of experiments. The seventh room is used for experiments on heat, and the eighth is fitted up as a workshop for the manufacture and repair of physical apparatus, where a skilled workman is constantly engaged.
The Commissioners found students working in four of these rooms, which are more or less completely fitted with apparatus. The remaining rooms were not occupied, as the apparatus had not as yet been obtained for furnishing them.
The basement is well lighted, all the walls being lined with white glazed bricks. The first floor, which is very lofty, contains two large lecture theatres, each capable of seating 200 students. They are so arranged that the line of seats rises in the form of a curve, giving every student a good position for seeing the experiments of the lecturer. The black-boards behind the lecture table are so balanced as to be capable of being moved up or down with the least possible effort. The building and class-rooms throughout are lighted by means of Edison's incandescent lamps, but Siemens' gas lamps pave been provided in some parts of the building.
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The chemical laboratories are on the second floor. Here the Commissioners were introduced to Professor Armstrong, who, explained the considerations by which he had been guided in the planning of the laboratory. The room is divided into two parts by double glass screens, between which are the arrangements for the supply of sulphuretted hydrogen for the use of the students, the elementary and the advanced. The former contains 43, and the: latter 51, working places, each of which, however, has two drawers and two cupboards, and is, therefore available for two students working at different times. The entire bench is covered with a hood, at the top of which are openings at intervals communicating with a chimney in which there is a powerful draught, produced by means of the waste heat from the boilers, so that all gases and vapours, given off in the experiments, are said to be drawn away into the chimney, and it is contended that by these means the laboratory is kept free from smell. The flues pass downwards from the benches, and along the floor.
Besides the Professor's and assistants' rooms, a class room, a balance room, two store rooms, the large lecture theatre, and preparation room, several rooms are provided for the use of more advanced students, and those engaged upon special work.
Professor Armstrong stated that the practical course is somewhat different from that of most chemical schools, the object in view being to teach the main facts and principles of chemistry, and to lead the students to observe correctly, and to reason from experiment, rather than to make them highly proficient analysts. It is thought that this system is best calculated to prepare them to carry on with intelligence those manufacturing operations which involve applications of chemical knowledge. It is intended that students who distinguish themselves during the two years' course at the college, and who manifest special aptitude, shall have the opportunity afforded them at the Central Institution of prolonging their studies.
The teaching of analysis, in the ordinary sense, is a very unimportant feature in the earlier part of the course. Instead, the student has to solve a series of problems, for instance, to determine the composition of air, of water, and of the gas obtained on heating salt with sulphuric acid, first qualitatively, then quantitatively. He takes note of, and registers, the results obtained, and points out their bearing on the problem he is engaged in solving. He thus learns how to solve practical problems by experiment. Great difficulty has been experienced in getting students to properly observe and interpret the results of their experiments, and it has been only too apparent that their previous education has done little to develop their reasoning faculties.
Students in the chemical department are required to devote a considerable amount of time to mechanical drawing and other mechanical subjects, so that they may become competent to deal with machinery.
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Art Department. The Commissioners next visited the art classes under the Institute, which are held in the basement of the middle-class school at Cowper Street, temporarily used for the technical college. Here Mr. A. Brophy, the head master, has special classes for cabinet-makers, designers, and others. He explained his system of teaching to be that each student not only prepared an outline from a copy, but, had subsequently to ink it in, or complete it in colour, so as to form a simple design for inlaid work or some other kind of decoration. He tries, as far as possible, to set before his students copies from the best work of former days, so as to give them a means of acquiring a certain amount of the history of art while they are learning drawing. Thus a number of pupils who were studying drawing with special reference to lithography, were sketching in pen and ink from Dürer woodcuts. In a second room practical designing was being taught, the students being engaged in applications of design to various materials, pottery, colour printing, &c.
The room for drawing from the life was occupied both by male and female students, who were drawing from the draped female model. In another room students were engaged in modelling from the life, also from the draped female figure.
Mr. Brophy stated that he allowed his students to select what class of drawing or modelling they wished to learn, and to go at once, if they could draw at all, to that particular work. He was averse to spending time over carefully finished drawings, and preferred that his students should begin at once with something that interested them, and that they should also, from the first day, practise the use of colour.
Small classes engaged in mechanical drawing, building construction, and practical drawing for carpenters, were also inspected.
Day School. The Commissioners subsequently visited the day department at the Technical College. Professor Perry, the teacher of practical and applied mechanics, showed them the work carried on in his department. In the mechanical laboratory, besides the well-known experiments with the triangle and polygon of forces and other pieces of apparatus described in many books on mechanics, a graduated series of experiments is arranged, by means of which students investigate for themselves the effect of different loads in various machines, of bands on pulleys, and so forth.
Among other experiments of the series are those on the energy of a rotating body; the resistance of wire to extension and torsion, and of beams loaded and supported in various ways, and of the vibration of the pendulum, &c.
The apparatus is nearly all of a novel kind, the student making a complete set of observations of one arranged experiment before he passes on to the next, and the sheets of squared paper, &c., containing the results of his observations, with short descriptions of what he has actually done, are retained by the
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student to help in fixing his position in the class list at the end of the session. Professor Perry stated that the investigations of some of the students were of considerable interest and originality.
The Commissioners then saw the workshops. In the carpenters' shop, fitted with benches and lathes, the students were at the time of our visit engaged in making freehand sketches from parts of machinery, which they were subsequently to draw to scale in the drawing room. In the adjoining shop for metal work, fitted up with vices, lathes, and some small machine tools, they were chipping iron. These two workshops are in the charge of a practical mechanic.
Professor Perry showed the Commissioners the engine and boiler fitted up under his superintendence, to drive the dynamo-machine and to furnish the motive power for the building. This has been specially arranged for experimental purposes. The boiler and engine are to be provided with appliances for measuring evaporation, steam temperatures, flue temperatures, steam pressure, condenser temperatures, feed-water temperatures, &c. The shafting is provided with two dynamometer couplings, and the engine is capable of being worked either with or without condensation. A special "evaporative" surface-condensing apparatus in connection with the engine is fitted up on the top of the buildings, by which means a considerable vacuum is obtainable.
The Commissioners then visited the drawing rooms for mechanical drawing, and the large apparatus room or museum on the first floor.
Nearly all the students of the day department follow out the complete course of instruction as laid down in the programme. They come at 9.30 in the morning and remain at the College till 5 in the afternoon, a half-hour being allowed in the middle of the day. All the students undergo a practical course of science instruction in the chemical, physical, and mechanical laboratories. They also learn freehand and machine drawing, and one modern language. Each student spends at least three hours per week in the workshop. The students are admitted only after passing an entrance examination in elementary mathematics. The Clothworkers' Company have given two exhibitions of £30 to the London School Board; one to be awarded annually, and to be available for two years, to a selected pupil from the elementary schools, who, after receiving some preliminary science training, shall pursue his studies at the Finsbury Technical College. By means of these exhibitions and of others tenable at the Central Institution, the Council of the Institute hope to see the way open to boys of exceptional merit from the primary schools, enabling them to deceive the highest technical instruction.
City and Guilds of London Technical Art School, Kennington Park Road, S.E. The Commissioners visited this school and were received by Mr. Owen Roberts, one of the honorary
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secretaries of the City and Guilds of London Institute, and by Mr. Sparkes, the superintendent of studies.
This school is carried on in two dwelling-houses which have been thrown into one for the purpose, and large top-lighted class rooms have been built in the rear, for drawing from the life, and for modelling. The department first visited was that for wood engraving. This class, which meets daily, except Saturdays, from 10 to 4, and each evening from 6 to 8, is under the care of Mr. C. Roberts. The students, 11 in number, at the time of our visit, were engaged in practical work, at circular tables specially fitted for the purpose. Four students work at each table, which has an elevated block in the centre for the lamp and glass water lenses. The students are required before entrance to have taken the Second Grade certificate of the Science and Art Department. One evening in each week is set apart for drawing on the wood.
In the class for elementary design, under Miss Walford, the students were all women who were engaged in making designs for tile, wall paper, and other decorative work; the instruction includes, (1) drawing flowers, foliage, and natural forms; and (2) the arrangement of these studies in elementary designs. The advanced class of design is under the tuition of Mr. Hugh Stannus, and at the time of our visit, he was lecturing on design suitable for encaustic and other tiles, to a class of about 15. This course is adapted to students engaged in the practice of ornamental art, and to lithographers, engravers, house decorators, and designers for textile fabrics, pottery, and surface decoration.
In the life room, next visited, a large number of students were making drawings from the nude model; the work, as a rule, was in charcoal, and the aim seemed rather to produce rapid and effective sketches than laboriously finished drawings. The room was almost inconveniently crowded. Some of the students here seemed to have scarcely sufficient power of drawing to be working from the nude. It is a rule in most schools to require that the student, previous to attempting to study from the life, should have some considerable skill in drawing.
In the modelling room some good work was being done, especially from drapery and in bas relief. We were told that a large number of the students were practically engaged in modelling during the day time in the Lambeth potteries. A class for china painting meets here during the daytime twice a week. The attendance during the past year has been as follows:
Subject | Males | Females | Total |
Modelling | 48 | 9 | 57 |
Design, elementary | 4 | 28 | 32 |
Design, advanced | 9 | 10 | 19 |
Wood engraving | 4 | 12 | 16 |
Life classes, drawing and painting | 20 | 9 | 29 |
| 85 | 68 | 153 |
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The following have been the occupations of the students recently attending the school:
Designers | 60 |
Wood engravers | 30 |
Stone carvers | 37 |
Teachers | 19 |
China painters | 12 |
Wood carvers | 10 |
Modellers | 10 |
Clerks | 10 |
Art students | 8 |
Tradesmen | 8 |
Draughtsmen | 4 |
Lithographers | 3 |
VIII. THE POLYTECHNIC YOUNG MEN'S CHRISTIAN INSTITUTE, REGENT STREET, LONDON
The Commissioners were received by Mr. Quintin Hogg and Mr. Mitchell, the secretary. Mr. Hooper, a member of the committee, also accompanied them. They were conducted by these gentlemen through the various class-rooms, and Mr. Hogg explained to them briefly the origin of the Institute. The work was started many years ago as a philanthropic effort, and in its first form took the shape of a ragged school, which ultimately developed into the Young Men's Christian Institute, and the building in which the lectures and classes were now being carried on had been purchased by Mr. Hogg for the purpose. The Institute numbers 2,000 members, which is the maximum number admitted, but there are 1,200 applicants awaiting the opportunity of admission. Youths between the age of 16 and 23 are eligible for election, but as the Institute is principally intended for apprentices and young artisans, only 20 per cent of persons not belonging to the artisan class are admitted at any one election. The subscription is 3s 6d per quarter, and a small fee on joining the various classes. In certain cases outsiders are admitted to the classes on payment of double fee, but, practically, three-fourths of those attending the classes are members of the Institute. Special efforts are made by the Committee to provide the members with the opportunity of acquiring a sound theoretical and practical knowledge of their various trades, and care has been taken that the instruction should not be too difficult to be understood by the average mechanic. The following is a list of the systematic trade courses given, with the syllabus of subjects taught, but there are also practical classes for other trades as will be seen from the account. Nearly all these classes are in connection with the City and Guilds of London Institute, their teachers being registered by the Institute and receiving payment on results.
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Bricklaying. Practical, Plane, and Solid Geometry, Building Construction, Practical Mensuration, Elementary Sanitary Engineering, Practical Bricklaying.
Metal Plate Work. Freehand and Model Drawing, Practical, Plane, and Solid Geometry, Theoretical and Applied Mechanics, Metallurgy, Metal Plate Pattern Cutting, Metal Plate Work.
Electrical Engineering. Geometry, Machine Drawing, Mathematics, Magnetism and Electricity, Applied Mechanics, Acoustics, Light, and Heat; Telegraphy, Electric Lighting, Electric Instrument Making.
Engineering. Geometry, Mathematics, Machine Construction, Theoretical and Applied Mechanics, Pattern Making, Steam, Mechanical Engineering.
Plumbing. Geometry, Building Construction, Elementary Chemistry, Sanitary Engineering, Applied Mechanics, Plumbing.
Watch and Clock Making. Practical, Plane, and Solid Geometry, Machine Construction and Drawing, Mathematics, Theoretical Mechanics, Applied Mechanics, Watch and Clock Making.
Carriage Building. Freehand and Model Drawing, Practical, Plane, and Solid Geometry, Mathematics, Theoretical and Applied Mechanics, Carriage Building.
The Commissioners first visited the class, numerously attended, for electric lighting. We then inspected the class for photography, in which practical demonstrations were being given. We next proceeded to a large class for tailors' pattern cutting, the work being done in chalk on cloth strained over tables, and the cut patterns being made in brown paper. The teacher, Mr. Humphreys, a self-trained cutter, stated that he had himself invented the methods by which he worked, after carefully studying all the plans adopted in America, Germany, and elsewhere. After having been many years practically engaged in the trade as a foreman cutter, he now entirely devoted himself to literary work, editing a trade paper with fashion plates and patterns, which appears monthly, and teaching classes in the evening. So numerous had been the applications for membership of this class that upwards of 100 students had to be turned away. The next class was one for printing. Here the teacher was explaining the composition of printers' rollers, and giving practical instruction for their preparation. Thence a visit was paid to the class for shorthand writing, and next the workshops were inspected. The class actually at work at the time of the visit was that for plumbers' work, the making of all kinds of lead joints was in progress, and practical plumbing of every kind was going on under the teaching of Mr. Davies, the foreman of a large firm in the trade. Various other classes for practical
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work are held on different evenings; thus, for instance, metal turning and wood turning, cabinet-making, carpentry, &c. In the class for tin plate working, which was next visited, Mr. Millis, the teacher, stated to the Commissioners that his instruction was chiefly theoretical, and that he did not consider it necessary to include practical work, as is done in the plumbing class. The drawing and modelling classes, which seemed almost overcrowded, were next visited. The drawing was chiefly outline and shading from casts, but some few of the students were attempting to apply their knowledge to designing, and work of a more advanced character. A theoretical class was also inspected by the Commissioners, in which instruction was being given in watchmaking by Mr. Herrmann.
After a brief inspection of the library and reading rooms, the recreation room, and the arrangements in the basement for lavatories, cloak rooms, &a, the Commissioners adjourned to the large hall and witnessed a display of fencing and gymnastics by some of the more proficient members of the association. Mr. Hogg explained that one of the great attractions of the Institute was the gymnasium, which was largely patronised, and for which members paid an additional fee of sixpence per quarter. He encouraged them to come in their working clothes directly after leaving work, and to spend the whole of the evening at the Institute, refreshments being provided at a moderate cost, and recreation and teaching being jointly cared for. In addition to the teaching on the week-days, the largest adult Bible class in the world (Mr. Hogg believed) is held on the Sunday, when he has an average attendance of 650 young men in one class. In order to give them a sufficient amount of outdoor exercise, he had leased a field of 13 acres at Barnes, for cricket, lawn tennis, football, &c., and he made a practice of inviting all the members of the Institute to stay with him in the country for a week every summer. He could arrange to receive fifty at a time.
The Commissioners understand that Mr. Hogg has expended £80,000,. in the purchase, fitting, and endowment, of the Institute.
IX. ROYAL INDIAN ENGINEERING COLLEGE, COOPER'S HILL
The Commissioners visited the Royal Indian Engineering College, at Cooper's Hill, near Staines, and were received by the President, Gen. Sir Alexander Taylor, K.C.B, and Professors Reilly and Unwin, who explained the objects of the institution and the aims and scope of the teaching. It is now nearly two years since the school was thrown open to students training for the engineering profession generally, having been till then specially maintained by the Indian Government for
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the education of engineers for the Public Works Department of that country. It was established in 1871. Formerly students were required to submit to a competitive entrance examination and, at the completion of their training, were entitled to demand employment in India. Now a qualifying examination has taken the place of the competitive one, and while a certain number of Indian appointments are thrown open annually, students attending the college do not bind themselves to enter the Indian Government service. Owing to the doubt which prevailed some years ago respecting the continuance of the school, the numbers fell off considerably, and at the present time there are only 80 students, the college being well adapted for 120. The course extends over three years, and the curriculum consists principally of mathematics, physics, and drawing, besides the subjects of a good general education. The distribution of the work will be seen from the programme in the Appendix.
The Commissioners visited the class rooms, the lecture-room and drawing-room, and the chemical laboratory. Chemistry is at present an optional subject, but after this year it is intended to make it compulsory. The laboratory now contains only 12 working places, but the buildings needed to double it in size are in course of erection. A large new physical laboratory is also about to be built. At present the physical teaching is all given in class, and no experimental work is done. A very handsome drawing school is also being constructed, and the old drawing school will be partly used as a physical lecture room. A visit was paid to the workshops which contain a good collection of lathes and small machine tools driven by a steam engine. Beyond the engineering workshop is a small carpenters' shop, principally used for pattern making. The workshop instruction is optional, and is taken out of school-hours. The workshops are under the charge of Professor Reilly and the work-master, Mr. Hopps, who has given evidence before the Commissioners. A mechanical laboratory is also in course of construction, which it is estimated will cost upwards of £2,000. It will contain a testing machine capable of testing up to 100 tons, a gas engine, some small shaping machines for making specimens for testing, &c. This department is in the charge of Professor Unwin.
A collection of the students' works was shown to the Commissioners, the drawing being extremely creditable, and showing that copying from examples is not encouraged, and that a considerable portion of the students' time is occupied in preparing designs and independent surveys.
The president stated, in answer to questions, that so far as he could judge, the new system of a mere qualifying examination brought them in a class of men, perhaps not quite so well prepared in the first instance, but that in the long run these men compared very favourably with those previously selected by competition.
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Each student has a separate bedroom and study. These rooms occupy a special block of buildings.
The number of appointments offered annually by the Indian Government is not sufficient for the whole number of students who are now being educated at the college, and it is supposed that probably some 80 per cent of the students will enter into private employment.
X. ROYAL NAVAL COLLEGE, GREENWICH
We have been furnished with the following facts with respect to the course of instruction pursued in the Royal Naval College by students of marine engineering and naval architecture.
During the first session the study of mathematics, pure and applied, goes on in the mornings. In the afternoons professional subjects, practical physics, and practical chemistry are studied, and courses of lectures on physics and chemistry are given by college professors, between the morning and afternoon studies. The evenings are available for private study and for recreation. Saturday afternoons are also available for the same purposes during the whole of the session, and Wednesday afternoon during about half the session.
The assistant engineers, who remain at the Royal Naval College for two additional years, and the students of naval architecture, have precisely the same instruction in all matters except such as are purely professional. Successful efforts have been made to give each set of students a broad view of the profession studied by the other set of students, by arranging suitable lectures for this purpose.
The morning work consists of the more advanced mathematics, solid geometry, theory of equations, differential equations, hydro-dynamics, rigid dynamics, strength of materials and of structures, &c.
The afternoon work consists of more advanced professional instruction, relating to the design either of a ship or set of engines, all the calculations relating thereto, and the making of complete sets of drawings of all the parts, instead of being confined, as in the first year, to the mere elementary features of the profession.
The study of chemistry and physics takes place during the second and third years in the same manner as in the first, more advanced work being taken in hand as the knowledge of the students increases.
The school has not been so successful in attracting private students, as was anticipated at first, although the total number being educated there now reaches a considerable figure, the naval architects standing at about 30 for foreign students, and 20 for
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British students. Many of the British students, however, being engaged in private trade, leave at an early period of their studies, for the purpose of undertaking actual professional work. There have only been about 16 private students of marine engineering in the school, eight foreign and eight British.
The influence of the Royal School of Naval Architecture on the Mercantile Marine has, however, been more felt through Admiralty students leaving the Admiralty service, than by means of private students. The Admiralty students occupy much higher positions in private shipbuilding and engineering firms than private students of the school have been able to secure. The Mercantile Marine has gained in many ways by this introduction of professional men from the Admiralty service. These men have carried with them the high standard of workmanship, traditional in Her Majesty's service, as well as the knowledge necessary to apply principles to new conditions and circumstances.
Lloyd's Register of Shipping has many surveyors who have been students in the school.
The foreign students for the most part, although not exclusively, have been sent by their own Governments, and on the completion of their training have been employed in the constructive offices in their several countries.
Naval officers have a very extended course of instruction in marine engineering, both at sea and at the Royal Naval College. They are instructed when at sea by the chief engineer of the ship, and when in harbour by officers detailed for that purpose. This instruction is given to all officers up to and including the rank of captain, and in the case of the junior officers it is compulsory.
At the Royal Naval College, sub-lieutenants, lieutenants, commanders, and captains attend lectures on the steam engine, and have models of important parts available for illustration. The source of energy by burning coal in air is investigated, the most economical types of engines, causes of breakdown, inefficiency, &c. are explained; the duration of boilers, wear and tear of engines, most economical speed, &c. are all studied in detail.
The course in naval architecture is not so extended at present, and is not of such old standing as the course in marine engineering. Officers are instructed in the leading features of shipbuilding, the names and uses of the several parts, the construction of turrets, methods of ventilation, drawing, watertight sub-divisions, means of maintaining and preserving the hull in a state of efficiency, are dealt with in detail, and some officers have shown considerable aptitude in these studies. Officers are also taught the more elementary scientific proportions of naval architecture, viz., the construction of metacentric diagrams, how to find the centre of gravity of a ship either by calculations
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or by experiment, how to calculate the stability of a ship, the arrangements of sail plans, &c.
At the present time there are nine Admiralty students at the Royal Naval College, undergoing a three years' course of instruction in naval architecture; six Admiralty students (assisting and acting assisting engineers, Royal Navy) undergoing a three years' course of instruction in marine engineering; and 39 Admiralty students of the same rank undergoing a nine months' course of instruction in marine engineering.
In addition to the professional students of naval architecture and marine engineering, some of the naval officers receive instruction in naval architecture, and nearly all receive instruction in marine engineering at the Royal Naval College. The particulars are given below:
| Number in the College | Number attending |
Naval architecture | Marine engineering |
Captains | 6 | 5 | 5 |
Commanders | 9 | 8 | 5 |
Lieutenants | 17 | 1 | 10 |
Navigating lieutenants | 3 | 2 | 3 |
Sub-lieutenants | 66 | 0 | 66 |
These numbers vary from year to year and even from month to month as appointments are made, especially in the case of the senior officers, but the above figures may be looked upon as fair average numbers.
XI. CRYSTAL PALACE SCHOOL OF PRACTICAL ENGINEERING
This school, which we did not visit, is in two divisions, mechanical engineering and civil engineering, under the direction of Mr. J. W. Wilson. It professes to prepare students for taking articles under engineers, or in the case of those who are already articled, it provides systematic practical and scientific work. An aim also of the school is to give such practical instruction as may be valuable to colonists and explorers of new countries.
In the mechanical engineering section, the age on admission must be not less than 16. There is a preliminary entrance examination, and for those unable to comply with its conditions, a preparatory course has been arranged. There are three terms of 15 weeks each. Hours 10 to 1 and 2 to 5 each day. One term is devoted to mechanical drawings a second to pattern making, and a third to fitting and smiths' work. The mechanical course is comprised in one year. The fee for the year is 50
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guineas, and for additional terms £17 10s each. Students can be received for a single term on payment of £25.
The civil engineering course also extends over one year, and is designed as a preparation to articles. There is a preliminary examination to test the suitability of the student The first term is devoted to projecting and the practical preparation by actual surveys and levelling of plans in detail, and plans and estimates for Parliament. The second term is devoted to the preparation of detailed section plans, estimates of the above work for the contractor, and the third term is utilized for original designing of girders, bridge work, &c., and the examination of important existing engineering works completed or in progress. The fees for this section are 60 guineas for the course, or 25 guineas for each single term.
At the end of each term there is an examination by engineers of eminence, not connected with the school, and certificates are given for proficiency in lecture subjects and work in the drawing office and shops. A colonial section, for the practical and theoretical instruction of intending colonists, has also been arranged.
XII. OXFORD
The Commissioners met at the University Museum, where they were received by the Curator, Professor H. J. S. Smith, F.R.S., (whose untimely death, shortly afterwards, Science has had to deplore). Professor Moseley, F.R.S., Professor Westwood, and Dr. Acland, F.RS. The history of the foundation of the museum was explained to the Commissioners by Dr. Acland, who pointed out the principles on which the building was constructed, and upon which the various departments of zoology, comparative anatomy, and geology have been arranged, thanks especially to the zeal and ability of the late Professor Rolleston. Students of science, who, however, are not numerous, make much use of the museum for study, and can attend the lectures delivered by the several professors in the rooms attached to the museum, or work in the zoological and physiological laboratories. A new set of laboratories is about to be built for Professor Burdon Sanderson, F.R.S., in proximity to the museum, which is itself so planned as to enable extensions to be made at any time. The extensive entomological collections under the care of Professor Westwood are also housed in the museum, and the herbarium of the late Dr. Daubeny will shortly be included amongst the museum collections. Valuable features of this institution are the Radcliffe and Ashmolean Scientific Libraries, containing more than 50,000 works of reference, and a large and complete lending library of scientific text books and periodicals.
Attached to the museum are the departments of physics and chemistry. The former of these is contained in a separate
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building adjoining the museum. The Clarendon Physical Laboratory, under the direction of Professor Clifton, F.RS., the professor of experimental physics, is one of the most complete in this country, and was built at a cost of about £12,000. It contains a series of rooms clustered round a central hall, fitted with glass cases for the storage of apparatus, and a roomy and well arranged lecture theatre, together with workshops and other necessary adjuncts. The several rooms set apart for the students' work are designed with special reference to the branch of physics which the student desires to pursue; thus, certain rooms are occupied by optical apparatus, and are used solely for experiments on light, others are fitted with the necessary arrangements for experiments on heat, and so on. The professor only admits to these practical courses, such graduates or undergraduates as have sufficient mathematical knowledge to benefit from his advanced teaching, and as are capable of handling with the requisite care the expensive and delicate apparatus with which they have to work. The large amount of personal attention which the professor and the university demonstrator are obliged to give to each student working in this laboratory, prevents the classes from being numerous; about twelve students work at optics, and about eight or ten at heat.
The Chemical Laboratories under the direction of Professor Odling, F.R.S., have been enlarged since the museum was built, by 64 places, and now give accommodation for 88 students. The number working at the time of the Commissioners' visit was 51. In addition to the University laboratory, Christchurch has a special chemical laboratory under Mr. Vernon Harcourt, F.R.S., and Balliol a smaller one under Mr. Dixon, whilst inter-collegiate lectures on the various science subjects are given to supplement those of the University professors. Magdalen College has also instituted a physiological and chemical laboratory.
The arrangements and facilities for the study of medicine and the preliminary science subjects are not so advanced at present at Oxford as at Cambridge; the appointment of Dr. Sanderson as the Linacre Professor of Physiology will, it is expected, greatly promote the study of medical science in the University.
The Art Galleries and Schools of Art form an important feature in the educational establishments of Oxford. Professor Ruskin's school is chiefly devoted to landscape and water-colour drawing, and is open to undergraduates and others. A valuable collection of works by Turner and other masters has been presented to the University by Mr. Ruskin, and is much used for copying.
The Government Art School is situated in the basement of the Art Galleries, and is insufficiently accommodated. It is attended by from 50 to 60 students, mostly young, none of whom carry on designing or advanced work.
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XIII. CAMBRIDGE
The Commissioners were informed, that previous to the year 1871, no practical teaching of science was carried on in the University, with the exception of chemistry. In that year, the late Professor Maxwell was appointed professor of physics, and designed the Cavendish physical laboratory presented to the University by the Chancellor, the Duke of Devonshire; and Professor Michael Foster was elected as lecturer on physiology in Trinity College. From the above year, up to the present time, science teaching in almost every branch has been instituted, of at once the most advanced and the most practical character.
Maxwell's influence on the examination system of the university, by introducing physical problems in addition to the more purely mathematical subjects formerly in rogue, has been of the highest importance; and that of Professor Foster equally so in another direction, viz., that of encouraging and developing the teaching of the biological sciences, as forming an important part of the scientific training for the profession of medicine. Other eminent Cambridge men, Lord Rayleigh, Professors Stokes, Humphreys, Liveing, Dewar, Vines, Mr. Coutts-Trotter, and the late Professor Balfour among the number, have done much to assist in this matter; and there is no doubt that the authorities of the University generally, are at the present time fully alive to the importance of these practical scientific studies, and are determined to push forward and co-ordinate the still somewhat unsystematic efforts which are being made by the different colleges in this direction. The energy and activity which is thus being displayed at Cambridge is very remarkable.
Of the various scientific institutions and laboratories now existing at Cambridge, the most important are: (1) the Cavendish Physical Laboratory under Professor Lord Rayleigh; (2) the Physiological and Morphological Laboratories, under Professor Foster and Mr. Sedgwick; (3) the Chemical Department under Professors Liveing and Dewar; (4) the Geological Museum under Professor Hughes; (5) the Mineralogical Collection (Professor Lewis); (6) the Mechanical Workshops of Professor James Stuart; (7) the Fitzwilliam Museum; besides (8) the purely professional departments of medicine under Professor Humphreys and others.
(1) The Cavendish Laboratory. This laboratory, which is one of the most complete of its kind, was designed by Professor Clerk Maxwell, and since his death the direction has devolved upon Lord Rayleigh. There are special rooms for optical research, for exact measurements of different kinds, and for special physical research in all its branches. The Professor is assisted by two demonstrators, Messrs. Glazebrook and Shaw, who undertake the elementary instruction of about 45 students, carrying on a specific course of practical work. The demand for this tuition is steadily increasing, the attendance having trebled in the last three years. The fee for working in the laboratory is two guineas per term. There is no endowment in
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connection with the department, but a fund amounting to £2,000 has been raised at the instigation of Lord Rayleigh, for the purchase of apparatus. The senior students attend lectures on advanced electricity, given by Lord Rayleigh, who is himself engaged in original physical research, and great stimulus is thus given to the higher work of the students, who assist him.
(2) The Biological Department at Cambridge has grown from very small beginnings in 1871 to a very complete and extensive department at the present time, in buildings specially arranged for the purpose. In the physiological laboratories, 120 students are at present receiving instruction under Professor Foster, assisted by two demonstrators, whilst no less than 80 students are studying morphology in separate laboratories, (designed by the late Professor Balfour), under Mr. Adam Sedgwick. Most of the students are preparing for the medical profession; the total number of the medical students of the three years now at Cambridge amounting to 200. Ladies from Girton and Newnham also attend these laboratories. The cost of these buildings was about £11,000, and a considerable sum for the maintenance of the department will be set apart, under the new University scheme, from the funds of the various colleges. In connection with this department is a valuable museum of comparative anatomy, under Professor Macalister, and a herbarium and botanical laboratory, recently arranged by Professor Vines.
(3) Chemical Department. This department, so far as buildings and accommodation are concerned, is very insufficient. A sum of £30,000 has, however, lately been voted for building a complete set of chemical laboratories and lecture rooms. There are about 185 students of chemistry in the University, of whom about one-third are medical students. The fee for attending the chemical laboratory is two guineas per term, with an additional 17s for apparatus.
Owing to a change which has recently taken place in the statutes, students taking the mathematical degrees are allowed to study natural science in the latter part of their course. Few students have time or inclination for original research.
(4) Geological Museum. This consists of the renowned Woodwardian Museum of Geology and of a large number of collections illustrative of economic geology. The museum has been raised to its present position by the labours of the late Prof. Sedgwick, to whom the existing museum buildings, commenced in 1835, owe their, origin. These valuable collections are employed by Prof. T. McK. Hughes in his lectures. A detailed description of the collection, and of the technical courses which the Professor would wish to see established in Cambridge, will be found in the Appendix, Vol. IV.
(5) The mineralogical collection at Cambridge is one of great value and completeness, having been chiefly formed by the late Prof. W. H. Miller. The department is now under the charge of Prof. Lewis.
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(6) The Mechanical Workshops of Professor Stuart. An interesting feature of the present scientific activity at Cambridge is the experiment inaugurated by Prof. Stuart about five years ago, by the establishment of a department for carrying on practical work in machine construction. Prof. Stuart's intention in establishing this department is to enable the sons of manufacturers and others who are sent to the University, to obtain instruction of a kind likely to be of immediate practical value in their subsequent calling. On inspecting the workshops, which are still unfinished and in gradual course of erection, the Commissioners were impressed with the bonâ-fide character of the work. The department contains a fitting shop, smithy, a small erecting shop, and a draughtsman's office, together with a cupola and casting shed. About 42 students were working at the time of the visit. All the men go through a regularly prescribed course of work, special attention being paid to the instruction in mechanical and machine drawing, which is made the foundation of all the teaching in the shops. The system of tuition is arranged on the basis of an actual mercantile establishment. The rate of wages for each student is fixed, the cost of material and the time employed being accurately noted and entered in a ledger, so that the cost of every article produced can be ascertained. An examination of the register of attendance showed that 20 students had in eight weeks attended 725 times and worked 2,121 hours, giving an average of 4½ attendances of 3 hours' duration per student per week. For the purpose of instructing the students, five or six skilled mechanics are employed, who are paid the average wages of their class. Of these, two arc former students of the University, who, having gone through the course, remain as paid workmen. The work in progress during the Commissioners' visit was of a most diverse kind; some of the most advanced students were constructing dynamo-machines, steam engines, telegraphic and electrical apparatus, &c.
On inquiring as to the previous training of men coming to the University from public schools, and attending his workshops. Prof. Stuart informed the Commissioners that only on one occasion had he found a man who had any knowledge of linear drawing.
In conversation with the Commissioners, on being asked whether he considered that practical instruction in a factory could to any extent be replaced by theoretical work and laboratory instruction, Professor Stuart said, "Certainly not". He would attach the theoretical work to be done in the evening, to the practical work they were doing in the daytime in the regular workshops. If he could work out his plan thoroughly in a large manufacturing town, such, for instance, as Manchester, he believed that engineers and large employers would after a time admit that it would be an advantage to them to have such a shop as his in the town. At the present time the pupils or apprentices are either working by themselves or they are not. If by themselves, they are at some rough work; if they are not,
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practical men have to be paid to look after them. But in most shops you would be told, "All we can do is to take young men, to pick up at best what they can". He would be happy in such a shop to take the young engineer when he could be spared from his other work, in the summer time or at night. If the employer had thorough confidence in the instruction he was able to give, he would offer premium prizes to the best apprentices, and let them pay off their indenture fees by means of prizes gained at the technical school By that means it would be possible to create a most useful class of foremen. He thought it would not do to send, a young man to be trained as a foreman in a college, after he had been three or four years at the works. If he were called upon to manage a large engineering concern, one of the earliest things he would do would be to get a thoroughly good man to give night school instruction in pure science and mathematics to the most promising apprentices, and he would give lads the right of having three or four hours daily of such instruction in the daytime. He thought that good steady lads would profit by this teaching so much that he should be more than repaid its cost.
(7) The Commissioners visited the Fitzwilliam Museum, under the guidance of Dr. Porter, the Vice-Chancellor of the University, and Prof. Sidney Colvin, the Slade Professor of Art. The collections in the museum consist of ancient and modern pictures, antiquities, casts from the antique, and a very fine collection of wood engravings, and prints from the early masters, and an art library. The students of the University are allowed to copy the pictures exhibited in the galleries, and the library is open daily to students, of whom some few are undergraduates. Prof. Colvin lectures on various subjects connected with the history of art, and finds his lectures well attended; but there is no practical instruction in drawing or painting given at Cambridge, as is the case with the Slade schools of London and Oxford.
In addition to the above-mentioned scientific institutions immediately connected with the University, there are at Cambridge not a few laboratories and museums attached to the various colleges; thus, for example, in Caius College, which is essentially a medical college, there are 50 men at the present time studying practical chemistry in a small and very inadequate laboratory, containing working room for 22 men, under Mr. Pattison Muir. There is another small laboratory in St. John's College. In addition to lectures given by Profs. Liveing and Dewar, special courses on chemistry are given in the various colleges by Messrs. Muir, Main, Hicks, and Lewis.
The Cambridge Scientific Instrument Co. As another illustration of the scientific activity at Cambridge, this institution must be mentioned. It was founded by two university men, Messrs. Dew-Smith and Horace Darwin, for the purpose of the manufacture and sale of scientific instruments of the highest and most delicate character. The necessity for those engaged in
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scientific work, of the existence in their neighbourhood of scientific instrument makers, has long been acknowledged by the German universities, where a university mechanic is always to be found. To supply this want, the above gentlemen undertook the establishment of the business. The instruments made are especially for delicate physiological research, and others requiring great precision. The scientific knowledge and skill of the promoters enables them not only to make all the well known instruments required by men of science, but also to design and construct new apparatus for special purposes.
In conversation with the University Professors on the subject of scientific instruction, the Commissioners were told that the great drawback at present in Cambridge is the want of co-ordination of the different scientific studies. This, however, thanks chiefly to the efforts of Mr. Coutts-Trotter, of Trinity College, is gradually being remedied, so that a student coming up to Cambridge, and desirous of adopting a scientific career, will in future have equal facilities with one who goes in for purely classical or mathematical studies. The tendency has hitherto been to make a man feel that a liberal education must necessarily conduct him to the Church or to the Bar. The college tutors, whose business it is to advise the freshman, and inform him of how he is to get his teaching, have, as a rule, been ignorant of science, and even of the facilities which Cambridge possesses for carrying on a scientific education; moreover, the science Professors have more or less been freelances, each doing the best he could for his own subject. It is intended that the system of intercollegiate lectures shall bring the subjects chosen by the several Professors into co-ordination.
Respecting the method of teaching science, Prof. Foster expressed his opinion that the first duty of a good Professor was to create men who should carry his own work further, and that the highest work of the head of a department is the education of a few good men who are to be equal to himself. His plan was, therefore, to train up his demonstrators so that they could take the advanced men. He believes that so far as the students are concerned, the Professor should take the elementary lecture classes, leaving the advanced lectures to the men he had trained.
XIV. MANCHESTER
The Commissioners inspected many of the schools under the direction of the School Board of the city of Manchester. The average attendance in this city for the quarter ending September 1883 was, voluntary schools, 25,736, and board schools, 19,992, or 1 in every 7.5 of the population, and the cost to the rate-payers during the last five years has been 2d in the £. Statistics
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of the School Board and particulars of the visits paid to the schools will be found in the Appendix, Vol. IV.
The points of special interest as regards Technical Instruction are (1) the foundation by the Board of so-called graded schools, or higher elementary schools, into which the more advanced or most talented children from the primary school can be drafted, and where the higher subjects, especially science and drawing, are taught more satisfactorily and more economically than can be done in a school containing children of all ages and of all stages of progress; (2) the establishment by the Board of a systematic series of Science and Art evening classes, as well as of evening schools for providing instruction in reading, writing, and arithmetic, for those who have had no opportunity of learning when young; (3) the establishment of classes for instruction in the use of tools, in two of the Manchester Board Schools.
Of the higher elementary schools two may serve as examples. The first and most remarkable of these is the Central School in Peter Street, taken over by the Board in 1880, and now transferred to new and most complete premises in Deansgate. The results of the science teaching in this school are well worthy of notice. Out of a total of 320 boys, 276 have passed Standard VI., and are taught during the day, mathematics, physiology, chemistry (both practical and theoretical), sound, light and heat, magnetism and electricity, physical geography, and mechanics. French, too, is taught throughout the school. A girls' higher elementary school forms one-half of the building; of the scholars of which 93 are above Standard VI.
During the past year the following science classes have been formed, and in May 1884 the pupils will be examined:
Mathematics, Stage II. A | 34 |
Mathematics, Stage I. B | 49 |
Mathematics, Stage I. C | 43 |
Mathematics, Stage I. D | 95 |
Physiology, elementary stage, and Hygiene | 62 each |
Chemistry, practical, class A, advanced | 40 |
Chemistry, practical, class A, elementary | 25 |
Chemistry, practical, class B, elementary | 55 |
Chemistry, practical, class C and D, elementary | 80 |
Chemistry, theoretical, class A, advanced | 32 |
Chemistry, theoretical, class A, elementary | 40 |
Chemistry, theoretical, class B, elementary | 41 |
Chemistry, theoretical, class C and D, elementary | 42 |
Sound, light, and heat, class A, advanced | 26 |
Sound, light, and heat, class A, elementary | 26 |
Sound, light, and heat, class B, elementary | 42 |
Magnetism and Electricity, class A, advanced | 43 |
Magnetism and Electricity, class A, elementary | 16 |
Magnetism and Electricity, class B, elementary | 46 |
Magnetism and Electricity, class C and D, elementary | 107 |
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Physiography, advanced | 10 |
Theoretical Mechanics | 12 |
Practical Organic Chemistry, advanced | 11 |
Practical Organic Chemistry, elementary | 14 |
Theoretical Organic Chemistry, advanced | 11 |
Theoretical Organic Chemistry, elementary | 14 |
The following are the results of the examination held by the Science and Art Department in May 1883:
| Advanced | Elementary |
| 1st class | 2nd class | 1st class | 2nd class |
Mathematics | 9 | 10 | 2 | 40 |
Physiology | - | 6 | - | - |
Practical Inorganic Chemistry | 7 | 9 | 29 | 42 |
Theoretical Inorganic Chemistry | 8 | 10 | 23 | 40 |
Acoustics, Light, and Heat | 4 | 8 | 4 | 63 |
Magnetism and Electricity | 2 | 11 | 35 | 79 |
Physiography | - | - | 7 | 2 |
Theoretical Mechanics | - | - | 8 | 2 |
Practical Organic Chemistry | - | - | 11 | 8 |
Theoretical Organic Chemistry | - | - | 17 | 2 |
| 2nd Grade | 1st Grade |
| E | G | E | G |
Freehand Drawing | - | 6 | 21 | 69 |
Geometrical Drawing | - | 1 | 14 | 34 |
Model Drawing | 1 | 6 | 6 | 34 |
Perspective Drawing | 1 | 2 | - | - |
Drawing to Scale | - | - | 5 | 13 |
The total grant from the Science and Art Department earned by this school in 1882-3 was £398. Practical Chemistry is extremely well taught; no less than 163 boys, of whom 28 are advanced pupils, were engaged in laboratory work in the winter 1883-4, as well as 20 girls, and the new school buildings in Deansgate contain a laboratory well fitted and arranged for 70 boys working at once, with a lecture room attached seating 100. Every boy in the school learns drawing upon the South Kensington method.
To the boys' school is attached one for 200 girls, and 20 scholarships exist for necessitous boys and girls from the primary schools. These are of the greatest service as they form the first step in the ladder by which a talented boy may climb from the board school to the University. Other scholarships take the boy from this higher elementary to the Manchester Grammar School, and others again from that to the University. Several boys have already accomplished this feat.
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The other higher elementary school visited is that in Ducie Avenue. This is a new school containing 900 children in four departments; it cost, with land, fittings, and chemical laboratory, about £11,000. The upper school fee is 9d per week, the lower 6d and 4d. Both boys and girls are taught science, and both (viz., 69 boys and 46 girls) work in the chemical laboratory, which is in a separate building, well lighted and ventilated, and having a special class-room attached; of the boys 136 are in Standards VI and VII, or above, and of the girls 96. The grants earned by this school from the Science and Art Department were £112; and this, together with the school pence, more than cover its working expenses.
These two schools may be taken as an example of what can be accomplished by the School Board in a large city, even with as low a rate as 2d in the pound; and although in appliances of certain kinds these schools are less completely furnished than many Continental schools, your Commissioners have seen none which surpassed them in general efficiency, or in the tuition of any special subject, except in that of drawing. The Appendix contains further details of these schools.
In addition to the day schools, the Board each winter conducts elementary evening schools, for providing instruction in reading, writing, and arithmetic, for such persons as had not the opportunity of learning when young.
In the year of our visit, 1882, the Board opened 19 such schools (32 separate departments), and in the second week of the session no less than 2,690 pupils were present.
The schools meet on three evenings per week, for two hours.
In 1878-79, 37 per cent of the pupils in attendance were in the Upper Standards.
In 1880 70 per cent were examined by Her Majesty's Inspector, in the Upper Standards.
In addition to the above, the Board have also Science and Art and other classes as follows:
| classes |
Science and Art | 117 |
French | 14 |
German | 5 |
Latin | 2 |
Spanish | 2 |
Shorthand | 5 |
Singing | 6 |
The number of pupils at the above classes for the winter season 1881-82 is shown by the following table:
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Total Number of Pupils attending the Science and Art Classes conducted by the Board, 1881-82
Subject | No. of pupils |
I. Geometry | 113 |
II. Machine construction | 87 |
III. Building construction | 61 |
V. Mathematics | 640 |
VI. Mechanics - Theoretical | 17 |
VII. Mechanics - Applied | 27 |
VIII. Acoustics | 472 |
IX. Magnetism and electricity | 589 |
X. Chemistry, inorganic | 509 |
Xp. Chemistry, inorganic practical | 189 |
XI. Chemistry, organic | 32 |
XIp. Chemistry, organic practical | 14 |
XIV. Physiology | 384 |
XV. Botany | 47 |
XVI. and XVII. Biology | 10 |
XXII. Steam | 20 |
XXIII. Physiography | 81 |
XXIV. Agriculture | 25 |
Drawing, 2nd grade | 392 |
Drawing, 3rd grade | 37 |
Drawing, teachers | 76 |
Total | 3,822 |
Attendance at other subjects taught in the Board school evening classes were:
Subject | No. of pupils |
French | 229 |
German | 43 |
Latin | 29 |
Spanish | 33 |
Shorthand | 220 |
Singing | 254 |
Exercises in the use of tools have been introduced into two schools with marked success. The work is superintended by the School Board carpenter, and the boys are eager to attend the instruction, which is given before and during the usual school hours. The rooms in which the work is carried on are distinct from the schools proper, and are furnished with joiners' benches, of the French type, costing £1 2s each, at which two boys work, the cost of the set of tools for each boy being £1 2s 5d.
Each school is also provided with one lathe, procured from La Villette, at Paris, at the cost of £6. There are 24 boys engaged in the one school, and 18 in the other. The Manchester School Board has undertaken this work experimentally, and has not as yet entered it in the time-table; but an entry has been made in the log-book indicating this deviation, and Her Majesty's Inspector has not raised any objection. The boys
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work 1½ hours per day at each school. The carpenter's wages are £2 2s per week, and he devotes about half his time to the instruction.
The school also contains a large collection of models and other illustrations bought in Paris by the Board. We were pleased to find that this action of the Manchester School Board, taken in consequence of the recommendations made in our First Report, is appreciated, and likely to be followed by others. Of the advantages of such a training in manual work there can be no doubt.
Messrs. Mather and Platt's Workshop School. This is a private technical evening school, established and supported by the firm for the benefit of their apprentices. school, Salford.
Under the guidance of Mr. Mather, we inspected the school room and examined specimens of the students' drawings.
Mr. Mather stated that there are 68 scholars in the school, which is designed to provide science teaching for the apprentices employed in the works. No strangers are admitted for instruction. The drawings are of work actually in progress in the works. The teacher lectures upon them, and explains and makes calculations, and the boys the next day at the works see the very thing they have heard about here. They are allowed to go through the shop in all directions with the teacher from time to time. Everything required (patterns and models) is brought here full size. The great feature is that in the workshop they have the actual things being made under their own observation. and which have to be sold. The parts upon which they are working here in detail, they afterwards see made up as a whole.
In Mr. Mather's opinion, you must bring the school to the workshop; you cannot bring the workshop to the school. Bringing the school to the workshop is simple and inexpensive. The teachers here are draughtsmen in the works, and by this teaching they add to their ordinary income. The teacher explained that the boys are not allowed to copy drawings; everything is drawn to a different scale from the flat copy, or the pupils have to draw from actual patterns or pieces of machinery used in the shops. Interesting details with respect to this school are found in the Appendix.
Mr. Mather pointed out that the advantage of the teachers being persons employed in the works, and being trained in this school, rather than in science classes, is that he knows what each person is working at every day, and has the opportunity of pointing out something connected with the work he is doing. The teaching has an actual bearing on his every day work. The students are rewarded not only for proficiency in drawing, but for regular attendance, and actual proficiency in their manual work. It is also a condition of employment that they should be regular in their attendance here.
In reply to the question as to the advantage which the works have derived from the establishment of these schools, Mr. Mather
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replied: "An incalculable advantage. We desire to send out abroad yearly one, two, or more, thoroughly competent men, who shall not be simply mechanics in the ordinary sense of the word, but who shall be able to turn their attention to anything coming under their notice, whether they have done the thing before, or not (they are sent out simply as mechanics). We had the greatest difficulty in finding such men, until we began to take them from this school, and since the school has been established we have been able to send boys at 20 to 21 to long distances from England, and to place in their hands work which they have not had much to do with before, and by their own intelligence they have made competent teachers of others, and given the greatest satisfaction. Thus one was sent out only a few years ago not quite out of his apprenticeship, and is now getting £4 per week."
Again, he stated that most of his mechanics are members of the Amalgamated Society of Engineers, and this society not only shows no jealousy in any way of the systems adopted, either of tuition or of giving early employment to boys when they are fit for putting on good jobs; but, on the contrary, they seem to like it, and are pleased at the lads' progress; and he can say the same with respect to the trades generally that are employed in the works.
In reply to the question whether the foremen had any jealousy of the teacher, Mr. Jones, the teacher, replied, "There is no jealousy whatever. They are always ready to give me assistance as a teacher."
Mr. Mather is not aware of any other works in the neighbourhood of Manchester, or even in Lancashire, where this teaching method is adopted.
The manager of Messrs. Mather and Platt's works remarked, as regards the influence of the school upon the workshop: "Instead of requiring draughtsmen to look after every separate job, the young fellows who are growing up now can make their own drawings, work to them, and fit the work together and erect it, where it used to require a separate man for each department. The men are most intelligent, and understand, and can execute, their work much better and at a much earlier age. We form thus our own foremen from the boys who have been in the school. We do not find any dissatisfaction or awkwardness with the trade union."
Manchester and Salford Building Trades' Institute for Technical Education. The evening classes of this Institute were inspected by the Commissioners.
The following is a concise statement of the rise and progress of the Institute, made by Mr. Parnell (for further details, see Appendix):
During the year 1867 Professor Jevons brought forward the Scheme of Technical Education and laid it before the various trades of this country.
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It was taken up by the Amalgamated Society of Carpenters and Joiners of Great Britain, and in various towns there was a strong movement made to inaugurate classes for teaching the technical portion in connection with the various branches of the building trade.
In February 1868 the Executive Council of the Society decided to lend small sums of money to members, in localities where a class could be commenced with a probability of success.
In October 1869 the Institute became affiliated to the Lancashire and Cheshire Union of Institutes, which led to the classes being placed under the inspection of the Science and Art Department at South Kensington.
The students of this Institute have been four times successful in winning the special prize for building construction, given in connection with the Union of Institutes (viz., three first-class Advanced and one first-class Elementary).
The number of students who have joined the classes in each year are as follows:
1868-69 | 200 |
1869-70 | 100 |
1870-71 | 80 |
1871-72 | 82 |
1872-73 | 88 |
1873-74 | 107 |
1874-75 | 84 |
1875-76 | 76 |
1876-77 | 89 |
1877-78 | 69 |
1878-79 | 59 |
1879-80 | 79 |
1880-81 | 35 |
1881-82 | 40 |
The number of those who have remained in the classes the whole of the session and were examined, has been on an average one-third of those who have entered the class each session. Among many causes operating to effect this diminution of numbers is the uncertain state of the building trade at Christmas and New Year; it is also found that the interest in the class work diminishes after the first three months, many do not like to start at the bottom of the ladder and climb steadily up. The name of "examination" as the time draws nigh, also frightens others. This class draws all its members from the building trade solely, among which many are young men from country villages, whose education has until recently been of a very poor kind, many not being able to spell or write properly, so that it will be seen that it is a heavy up-hill task that this Institute has been doing with the limited amount of means at hand.
For the first six years the Master Builders' Association gave an annual subscription of £10, which they then discontinued. Several other gentlemen gave a guinea a year for the first four years. The Manchester Society of Architects have come forward and given prizes to be competed for yearly, since the first year of its commencement. Other gentlemen have done likewise, but have dropped off one by one, and now the Society of Architects as a body, and two individual members, alone are donors of prizes.
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This Institute was the first in this district to take up technical education in its entirety, by having a teacher who was practically and theoretically qualified to teach the subject of building construction. There have been a large number of students passed from this Institute who have taken up positions as foremen and clerks of works, and even become master builders.
It is thought that the master builders have not sufficiently encouraged these classes by advising their apprentices to attend them; an opinion was expressed that such attendance ought to be made obligatory on all apprentices.
Manchester Technical School. In the beginning of 1882 definite efforts were made with the view of utilising the Manchester Mechanics' Institution exclusively as a technical school, the instruction in which should be especially adapted to the needs of the local industries.
On the 28th July 1882, a meeting of gentlemen interested in the subject was held at the house of Mr. Oliver Heywood, at which Mr. Philip Magnus, the Director and Secretary of the City and Guilds of London Institute, was present, and announced that the Institute was willing to give a donation of £100 and a contribution of £200 a year for three years in support of a suitably equipped technical school. The meeting cordially approved the idea of adapting the Mechanics' Institution to the purposes of technical instruction. Subsequent meetings were held, and on the 27th December 1882 the Manchester Mechanics' Institution passed from the control of its former directors into the hands of a new council composed of representatives of the Corporations and School Boards of Manchester and Salford, the Victoria University, the Owens College, the Manchester Chamber of Commerce, the School of Art, the City and Guilds of London Institute, together with gentlemen prominently engaged in the chief staple industries of the district.
The classes for the session 1882-83 being already in active work, the new Council was chiefly engaged during the spring and summer in making the extensive structural alterations required to carry out their plans; in the preparation of a syllabus, the selection of a suitable teaching staff, and in raising subscriptions.
During the summer the large room on the ground floor was fitted up as a mechanical engineering workshop, and supplied with 3½-H.P. "Otto" gas engine, a 6-inch centre lathe, a 6" by 8" slotting machine, one drilling machine, a grindstone, 12 vice benches, Whitworth screwing tackle, gauges and surface plates, and with other needful appliances. On the same floor a large room has been fitted up as a technical museum, in which there is now placed a collection of large-sized building construction models designed and made by the teacher, numerous examples of building timbers, stones and marbles, samples of all kinds of plumbers' joints, perfect and defective, dye-stuffs, &c. The
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school contains three laboratories, (1) for pure chemistry; Manchester (2) for metallurgy, with nine wind furnaces; (3) for dyeing, Technical bleaching, and printing; together having accommodation for upwards of 80 students. Extensive alterations have been made in the lecture hall, which has been furnished and lighted for the purposes of instruction in elementary drawing and design, for which it is admirably suited. On the upper floor a large, room has been furnished exclusively for mechanical drawing. The walls are fitted with glass cases which contain numerous examples illustrative of mechanical and geometrical drawing. The room is specially lighted, and has bench accommodation for 90 students, who may either sit or stand. All drawing boards, T-squares, and paper, are provided gratis by the school. On this floor are two well arranged lecture rooms with rising seats, each affording accommodation for 100 students. In addition, the building contains numerous class rooms of the ordinary type. One of the large rooms is about to be fitted with a system of cotton spinning machinery of the value of £617, given by Messrs. Dobson and Barlow of Bolton. For the department of weaving and design, as applied to the goods manufactured in this district, five looms (three given by Messrs. Atherton of Preston and two by Messrs. John Dugdale of Blackburn) are being made, together with other appliances for the full practical illustration of the subject.
The syllabus of the school embraces a boys' day school, in which instruction in science is one of the most important features; special day courses in science and technology; evening commercial classes. Science and Art classes under the Science and Art Department, technological classes under the City and Guilds of London Institute, and other independent technological classes; in all about 70 in number.
The fees in the boys' day school (in which there are 90 pupils) are £2 per term, which includes lessons in practical joinery and practical chemistry, and various science subjects. The fees in the evening science classes vary from 2s 6d per session of two terms for ordinary subjects of science to 10s (with all re-agents and apparatus provided) in practical chemistry.
The teaching staff consists of 32 teachers whose salaries (all being paid fixed sums varying from £5 to £250 per annum, with no share in Government grant or fees) amount to about £1,800. The total number of individual evening students is about 1,200. There are 140 students in the machine-drawing classes, 160 in the classes for geometry, 69 in building construction, 80 in chemistry, 40 in practical joinery, 40 in letterpress printing, 30 in telegraphy, 24 in electrical instrument making, 90 in mathematics, 36 in bleaching, dyeing, and printing, 61 in cotton manufacture and weaving and design, 111 in drawing and design, 36 in carriage building, &c. The total subscriptions and donations now reach £7,910 2s, being £1,801 in donations and upwards of £2,000 per annum for three years. The fees
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received from students from September 30 to December 81 were about £700.
The school was formally opened for the session 1888-84 on Thursday, September 27th, by the Chairman of this Commission. At the meeting the prizes, exhibitions, and scholarships, gained by the students of the old Mechanics' Institution in the session 1882-83, were given. The following summary is interesting as showing the extent to which thee Institution was already successfully achieving the objects of technological instruction.
The examinations in connection with the session of 1882-83, which were held in May last, resulted as follows:
Two Whitworth Scholarships, each of the value of £100.
One Whitworth Scholarship, of the value of £100, to the Local Exhibitioner at Dublin Royal College of Science.
One Royal Exhibition, value £50 per annum, for three years, with free tuition.
One Royal Scholarship, for two years, value £50 per annum, with free tuition, to the Local Exhibitioner at Dublin Royal College of Science.
Three Free Studentships offered, each for three years, at the Royal School of Mines, London.
The "Roscoe" Scholarship of £10 per annum, for three years, at the Owens College.
The "Thomasson" Scholarship of £10 per annum, for three years, at the Owens College.
The "Mather" Scholarship of £10 per annum, for two years, at the Owens College.
An Evening Exhibition of the Union of Lancashire and Cheshire Institutes, in dyeing, bleaching, and printing, of £21 10s per annum, for two years.
Three First Prizes in drawing and design, from the Union of Lancashire and Cheshire Institutes.
Two silver and two bronze medals of the City and Guilds of London Institute; and £15 in prizes.
Two bronze medals of the Science and Art Department.
156 Queen's Science and Art Prizes.
425 Science and Art Certificates.
65 Technological Certificates.
139 Commercial Certificates.
The Allan and Newton (Amalgamated Society of Engineers) Memorial Prize of £5 12s 8d in books.
Manchester Grammar School. This is one of the largest and most efficient and flourishing of the modernized grammar schools existing in the country. It was founded in 1515, but placed on a new footing in 1867. The number of boys is now over 900, and more than £80,000 has been spent on enlarged and most complete buildings, containing spacious gymnasium, class rooms, lecture theatre, drawing hall, library, dining rooms, and an admirably fitted chemical laboratory under the direction of Mr. F. Jones,
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F.C.S. The modern and science sides of the school have been developed within the last 10 years, and are becoming more and more popular with the parents. The science teaching is always combined with a training in languages, either ancient or modern. The school has been most successful in obtaining a large number of Advanced and Honours science passes under the Science and Art Department, and has won the greater distinction of carrying off many University exhibitions and scholarships in science (to the success in classics we do not here refer). All the boys learn drawing. We had the advantage of a conversation with Mr. Dill, M.A., the High Master (see Appendix), who informed us that the boys coming up with scholarships from the Board schools, compared very favourably with the other scholars. Several of them have passed on to Oxford; of these three had gained University scholarships, and two had taken first classes in the final schools, their parents being in a humble position in life.
Two hundred and fifty of the boys are free or foundation scholars, the rest pay 12 guineas per annum.
The drawing school is open in the evening, and attended by from 100 to 120 students, who are chiefly artisans, and of these about 90 per cent are qualified to earn a Government grant (see Appendix).
The Owens College, Victoria University. The Owens College was established as a private trust in 1851, by a bequest of £100,000 from John Owens, merchant, of Manchester, to found a college in which "the subjects usually taught at the English Universities" shall be professed. This private trust was reconstituted, and the college incorporated by Act of Parliament in 1871, and large additions to the funds of the college have accrued by donation and bequest.
The Victoria University, with its seat in the city of Manchester, and with Owens College as its single college at present, was founded by Royal Charters in 1880 and 1882. The Victoria University stands to Owens College, and the other colleges, which, at a future time, may be incorporated, in the same position as the Universities of Oxford and Cambridge stand to the colleges in those Universities. It is therefore not a mere examining board like the University of London, but a teaching university, as only those students can be admitted to degrees in science, arts, or medicine, who have studied under strict regulations at one or other of the colleges of the University. The government of the University consists of the Duke of Devonshire as Chancellor, a Vice-Chancellor, the University Court, and the University Council, whilst the academical arrangements for examinations, &c. are placed under the direction of the Board of Studies of the University, consisting of the examiners and of the professors and lecturers of the University, the former of whom are in part external to the teaching staff, the latter being professors and lecturers in the Owens College. Although only in
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existence for a few years, the Victoria University has already granted a considerable number of degrees in arts and science, both in honours and the pass subjects, and the number of candidates for these degrees, as for the more recently instituted degrees in medicine and surgery, is now very considerable, and there can be no doubt that the foundation of a teaching university in the midst of the densely populated industrial districts of Lancashire and Yorkshire, will in time do much to stimulate and extend the higher education of the country.
The Owens College is governed by a President, the Duke of Devonshire, a court of governors, an executive council, and an academical senate. This latter body consists of 26 professors, including the principal, Dr. Greenwood, who occupies the chair of Greek. The scientific subjects are very fully represented. Then there are two professors of chemistry, inorganic and organic, besides four assistant lecturers and demonstrators; two professors of physics, and one assistant lecturer and demonstrator; a professor of applied, and one of pure, mathematics, with two assistant lecturers; a professor of each of the subjects of botany, biology, geology, and physiology, with assistant lecturers and demonstrators in each of these departments; and, in addition, a complete staff of professors and demonstrators for all the subjects of medicine and surgery. The laboratories and lecture rooms for chemistry are, perhaps, the most complete in the country, and the same may be said for several of the other scientific departments. Large biological and geological museums, with very complete accommodation for teaching these subjects, are now in course of erection.
The total funds of the college amount to upwards of £400,000, the whole of this sum having been either bequeathed to the college or raised by public subscription. No pecuniary aid of any kind has as yet been given, either to the college or to the University, by the government or the municipality.
The courses of study are of an extended character, leading up to the University degrees, and to the college honour certificates in the technical branches of engineering, and technological chemistry. The number of students of arts and science in the day classes amounts to about 400; that in the medical department to nearly 300. In addition to the day instruction, which, of course, forms the chief work of the college, systematic courses of evening lectures and laboratory practice exist, for the benefit of the large number of persons who, being occupied in trade or otherwise during the day, are desirous of continuing their education. The number of evening students amounts to about 700; the subjects taught are the same as in the day classes, all the professors and the assistant lecturers taking part in the tuition, and in many subjects several courses are given; thus, in chemistry, there are three distinct courses of lectures, and three courses of laboratory practice, and
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in Latin five separate classes; so that persons desirous of carrying on their education up to a University standard, have the opportunity of so doing at the low fee of 10s 6d for the course of 20 lectures. These college evening classes serve, in the science subjects at least, as an excellent supplement to the ordinary science teaching under the Department of Science and Art, and to the elementary science instruction given in the board schools, placing a high standard of instruction within the reach of all resident in the district.
The Commissioners visited the College, where the Vice-Chancellor, Principal Greenwood, met us, and made the following statement with regard to the subject of our inquiry:
The attention of the Council and Senate has been for many years given to the best way of so directing the strictly scientific instruction of the college as, without impairing its thoroughness, to foster the interests of the great manufacturing industries of the district.
In the year 1868, Dr. Roscoe and I visited, at the request of our Council, some of the principal technical schools of Germany and Switzerland, with the view of ascertaining in what directions the higher education could best promote the interests I have mentioned, and at the same time of inquiring into the form of building and the appliances which had been found most effective.
Accordingly, when our new college buildings were erected in 1870, we were able to make very complete provision for the teaching of chemistry, and less complete, but still considerable, provision for other branches of technical instruction, and that without, as we believe, in the least interfering with the prosperity of the teaching in arts and (pure) science, which is the proper business of the college.
The details of those efforts, as well as of some further extensions which we are now contemplating, will no doubt be supplied to the Commissioners by my colleagues, the heads of the several departments concerned. I will only state here that two clear principles have been kept in view by us all along - (1) that a sound knowledge of principles ought to precede this practical application; and (2) that in teaching the applications we shall not aim at superseding that practical training which can only be gained in the manufactory or the workshop. We do not see any reason to doubt the soundness of these principles, and, so far as our experience goes, no difficulty need be found in drawing the line between those applications which may, and those which may not, be with advantage introduced into our instruction.
On the one hand we believe that, so far as the absence of endowments for this special object has allowed, we have been able to contribute important services to our district, by way of sending out a number of well instructed young chemists and engineers, and on the other hand that we have not suffered from
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the danger, which was not unreasonably anticipated by many, that the strictly scientific character of our teaching in these branches might be sacrificed to the needs, or fancied needs, of students that came to us to study science with an eye mainly to its applications. To illustrate my meaning, I will venture to say that no chemical laboratory in the kingdom has sent out a larger number than ours has sent of young chemists, qualified to take important posts in factories and chemical works, and yet it will, I think, be admitted that our laboratory has also not been unsuccessful in the contributions it has made to the progress of chemistry as a pure science contributions, too, made not by the professor and lecturers only, but by not a few of its students of chemistry who are under training.
In conclusion, I can confidently assure the Commissioners that the authorities of Owens College are desirous, so far as its funds allow, of adding to the efficiency of this side of our operations.
The several heads of the scientific departments met the Commissioners and favoured them with their views on the subject of the higher technical instruction, and with statements of how they endeavour to carry these views into practice. The evidence given by these gentlemen is found in the Appendix; we only here give a few of the more salient points.
Professor Osborne Reynolds, F.R.S., made the following statement to us respecting the method of teaching engineering in the Owen's College:
The two courses of study in engineering (day and evening) are arranged to meet the requirements of two very different types of students. The day students are for the most part between 18 and 23 years of age, and devote their whole time to the work of the college.
The evening students are generally engaged during the day in works or drawing offices.
The course of study arranged for the day students extends over three years, and includes engineering and drawing, practical surveying, mathematics, chemistry, physics, and geology, the students' time being divided nearly equally between engineering with drawing, and the other subjects. On the completion of the course, certificates of proficiency are given to those students who have passed an examination in all these subjects.
The number of students attending the day classes in engineering varies between 35 and 60; and about half the number of those who enter, remain to complete the course.
Many of these students are very clever, and come with a good preliminary education, and generally some of the engineering students are amongst the first in the mathematical and other classes.
Besides these scientific subjects, the students are encouraged to, and largely do, avail themselves of the classes in modern languages.
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The course of study followed in the engineering and drawing classes, has been determined by experience as that best suited to the requirements and capacity of the students, a considerable proportion of these having been in the works before they come, and the rest intending to serve their time in the works or offices after they leave. Thus no attempt has been made to provide a substitute for the workshop, and the course of study in the drawing-school is intended to fit a student to derive immediate advantage from the work he sees on entering a drawing-office, and give him a better understanding of the work, rather than to serve as a substitute for the drawing-office; great care, however, being taken to keep up the art standard of the work both in accuracy and style, as in these respects lies most of its educational value. The course in practical surveying is offered as much from its advantage as a matter of education as for its technical value, though one reason for this course is that opportunities of acquiring this knowledge systematically are very rare even to the pupils of civil engineers.
In the engineering classes a certain amount of technical information is given, but this is not the primary purpose of these classes.
The principal object is to teach the application of science to the purposes of engineering, to teach the scientific method of dealing with the problems of engineering, much after the manner of Professor Rankine's works on surveying, applied mechanics, and prime movers.
The first year's course is surveying, estimating, the art of measurement, and descriptive engineering (in earthwork, masonry, and timber). The second year's course is applied mechanics (as far as the theory of simple structures, and strength of material, and the geometry of machines). The third year's work is dynamics of machinery, and hydraulics, and the steam engine. In the second and third years' subjects there is opportunity of introducing a good deal of descriptive engineering by way of illustration; but all through the effort is to give the students a thorough hold of what is brought before them, rather than to give them an imperfect acquaintance with a great deal. Thus the examples and illustrations are generally the simplest which serve. For this, diagrams and illustrative models are used, but what is mainly depended upon are actual experiments made before the class. In every case, by some means or another, the calculations are verified by actual experiment; for this purpose a considerable number of instruments and testing machines have been constructed, and use is also made of the engine which works the ventilator of the college. Visits are also paid to engineering works. I consider that too much trouble cannot be taken to familiarise students with the actual circumstances of the problems, instead of depending mainly on a quantitative statement
The teaching strength of the engineering department has not as yet been more than sufficient to deal with those branches of
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the subject which are important to every engineer, and thus has not admitted of the detailed study of any special branches of engineering. But plans for extending the course and introducing more technical lectures on such branches, particularly mining and metallurgical engineering, have long been under the consideration of the Council of the College.
As compared with the parallel courses given in the polytechnic schools on the Continent, I consider that our course aims at a much smaller range of bookwork; that we leave the student to acquire by observation and experience much which they attempt to teach him; that our course is rather to teach him to understand what he sees, while theirs is to teach him how to produce things which he has not seen. This difference arises mainly from the fact that in England there are much greater facilities afforded for the acquirement of technical knowledge in the works. Where such facilities exists the college training should be determined rather with a view to general education than to the acquirement of technical knowledge. Although, where the subjects are of equal educational value, it is clearly best to choose those which have the closest relation to the professional work.
The educational value of such a subject as applied mechanics, with the necessary substratum of mathematical and scientific knowledge, is as high, if not higher, than that of any scientific subject; so that, whilst the student has acquired a knowledge of this subject, which will in all probability be highly useful to him in after-life, he has not in any way sacrificed his education in the acquirement of this knowledge. But the subject is too large to be mastered in three years, or indeed in any length of time, except by master-minds; so that the question of pressing this subject beyond the point which can be attained in the time which can be spared, for more general education, from professional or technical training, should be determined by the value of such teaching as compared with the more direct technical knowledge. It is true that there are some things for which a high general scientific knowledge is necessary; but these things are only to be accomplished by the master-minds. In an ordinary way, success in practical life depends on intimate familiarity with some narrow branch of knowledge; and to spend many of the years applicable for the acquirement of knowledge, on the generalities of a very large subject, must prevent or defer to a late period of life the acquirement of sufficient familiarity with any branch, in all its details, to be useful in a practical sense.
Our course in Owens College is directed rather to the education of engineers choosing the most useful subjects, having regard to their educational value, than to the technical instruction of engineers in all branches of the subject.
Prof. Dawkins, F.R.S., made the following statement on the projected formation of a Mining School:
I take it that the Mining School in a place like Manchester should be for the instruction of the colliery viewers, and also of
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those who have the charge of the large metal industries in Lancashire, a metal industry that extends on the one end into North Wales and on the other into Cumberland and Westmoreland. My idea is that the class of instruction should be mainly for the managers, &c., but also of such an informal nature that it might be available for the lower people employed in the mine.
The physical laboratories, under the direction of Professor Balfour Stewart, F.R.S., are well fitted with apparatus, chiefly instruments for measuring. From 30 to 40 students go through a systematic course of practical physics,, including exact measurements of weight and lengthy thermometry, and electrical and magnetic measurements. The advanced students take higher work of a similar character.
Professor Schuster, F.R.S., gave particulars of an evening practical class on the technical applications of electricity, which he has established with the assistance of Mr. Gee. The class is intended to give to persons occupied during the daytime, instruction in the scientific principles involved in terrestrial and submarine telegraphy, telephony, the construction and use of dynamo-machines, electric-lighting, &c. The instruction is partly theoretical, but chiefly of a practical nature, special stress being laid on the methods of exact electrical measurement. Students entering such classes ought to be acquainted with the elements of geometry, but a knowledge of the higher branches of mathematics is not absolutely necessary to the understanding of a large portion of the subject About 40 students entered this class in 1882-3.
The chemical laboratories, directed by Professor Roscoe, are very complete in their fittings and general arrangements. They accommodate 100 working students, 60 in the junior or qualitative, and 40 in the senior or quantitative, laboratory. Plans and description of these are published by Mr. Cornish, Piccadilly, Manchester. The chemical department of the college is one of its most important features; organic chemistry is professed by Mr. Schorlemmer, F.R.S., and four demonstrators and assistant lecturers supplement the instruction given by the Professors. The aim of the Director has been to impart a sound knowledge of the theory and practice of chemical science, to fit students either for a purely professional career, or for the practical requirements of the very numerous branches of trade and manufactures which have their foundation in chemical science. In order to point out more clearly the course of study which should in the latter case be pursued, Professor Roscoe has drawn up a systematic course for technological students, the only course of the kind at present existing in this country. It is arranged on a liberal basis in order to secure not only a satisfactory knowledge of chemistry, but to give sufficient training in the allied sciences, in mathematics, physics, mechanical drawing, and the no less important subject of modern languages (see Appendix).
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The complete course of instruction extends over four years, and embraces the following subjects:
FIRST YEAR. Preparatory Course. Chemistry Lectures, Junior and Tutorial classes. Chemical Laboratory, two days per week, and Analytical Chemistry Lectures class.
Mathematics class, Section I.
Experimental Mechanics.
Geology (Stratigraphical).
French or German.
Geometrical Drawing Lectures (Evening class).
Mechanical Drawing, Practical (Evening class).
SECOND YEAR. Chemistry Lectures, Junior, Senior, and Tutorial classes.
Chemical Laboratory, three days per week.
Technological Chemistry Lectures (First Course).
Experimental Physics or Mineralogy Lectures.
German or French.
Geometrical Drawing Lectures (Evening class).
Mechanical Drawing, Practical (Evening class).
THIRD YEAR. Chemistry Lectures, Senior and Tutorial classes.
Organic Chemistry Lectures.
Chemical Philosophy.
Chemical Laboratory, three days per week.
Technological Chemistry Lectures (Second Course).
Physical Laboratory, one day per week, or
Practical Mineralogy and Technological Mineralogy.
Mechanical Drawing, Practical (Evening class).
FOURTH YEAR. Organic Chemistry Lectures.
Technological Chemistry Lectures (Third Course).
Chemical Laboratory, four days per week.
Chemistry of Colouring Matters, Dyeing, and Calico Printing (4th Evening Course).
Mechanical Drawing, Practical (Evening class).
The fees for the above courses amount to about £28 per annum.
Certificates are granted to students on the successful completion of this course. Attendance on the full course of four years is expected of candidates for the certificate, but students may obtain exemption (on a satisfactory cause being shown) from the first or the first and second year's course. Students so excused will nevertheless be required to undergo examination in all the subjects specified.
The certificate will state in which subjects the candidate has gained honours, and in which he has merely satisfied the examiners.
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A syllabus of the courses will be found in the Appendix.
The Lecturer on Technological Chemistry, Mr. Watson Smith, informed the Commissioners that the above course is almost identical with that of the Zurich Polytechnic School, and added that not only is a knowledge of the sciences allied to chemistry insisted on, but that a modern language and mechanical drawing are compulsory subjects. He knows of no other college in this country in which such systematized courses on technological chemistry are given.
Manchester Public Art Gallery. The Public Art Gallery of Manchester was established little more than a year ago under the powers of the Manchester Corporation Act, 1882 (46 & 46 Vic. cap. cciii.). By the terms of this Act the Corporation of Manchester took over the land, building, and all other property of the Royal Manchester Institution, a Society established in the year 1832 for the advancement of "literature, science, and the arts". It was a condition of the transfer that the governors of the Royal Institution should elect from time to time one third of the managing committee of the Art Gallery. This mixed committee commenced its work at the beginning of the year 1883, and proceeded at once to develop a permanent collection, on the one hand, of original paintings, and, on the other hand, of examples of industrial art and of reproductions of sculpture and pictures. In the latter part of the committee's work much encouragement and assistance was given by the Science and Art Department, together with aid from the Government grant applicable to the purpose. A considerable sum was also subscribed by private persons in Manchester, and the Art Gallery has thus become possessed of a large and admirable collection of ancient textiles purchased from Dr. Franz Bock, from whom also the "Bock" collection of ancient textiles at South Kensington was obtained, and of a considerable number of casts from antique and Renaissance sculpture, as also of autotypes, photographs, and engravings from the drawings and paintings of the old masters. The "Bock" collection is particularly rich in silk fabrics. It contains also a large number of examples of ancient embroideries and laces, together with an admirable, but unfortunately relatively small, collection of old linen and cotton prints. This branch of the collection will, no doubt, be developed as opportunity may offer; and in the meanwhile, by the liberality of the authorities of the South Kensington Museum, a large and very rich loan collection of Indian fabrics has been placed in the hands of the Art Gallery committee, and forms a valuable supplement to their permanent collections. The collection of textiles is intended to be specially of service to designers, who have already made some use of it. Arrangements are about to be made for their greater convenience in copying. The permanent collections are at all times free to the public, and the Gallery has recently been open on Sundays as well as on week days; the number of visitors on the four
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Sunday afternoons ending January 6th 1884, having been 10,308.
Manchester School of Art. The Commissioners also visited the new buildings of the school of art in Cavendish Street. Particulars of this visit will be found in the Appendix.
XV. LIVERPOOL
The Commissioners were received at the Free Library by the Chairman of the Library Committee, Sir James Picton, Mr. Alderman Samuelson, and the officers of the Committee.
The Corporation of the City of Liverpool initiated the Free Library in 1850, and in the following year an Act was passed establishing the Free Public Library and the Derby Museum, and authorising the levy of a rate of 1d in the pound for their support. Sir William Brown gave a magnificent building for Library and Museum, costing £40,000. Since then a new Reading-Room has been erected by the Corporation at a cost of £25,000. In addition to these, Mr. Joseph Mayer bequeathed to the city his collections of historical art, now located in a building adjoining the Derby Museum; and an Art Gallery was erected by Sir Andrew Walker at a cost of £36,000, of which an extension is now in progress estimated to cost £11,000.
Free scientific lectures are given during each winter in a large Lecture Hall, also erected by the Corporation, capable of seating 1,100 persons. The total outlay on these buildings, which lie close together, has been £230,000, and the annual expenditure on the staff, and on books and specimens, is £13,000. In addition to this outlay, the Corporation has voted a sum of £30,000 for the purchase of land and buildings for the Liverpool University College. (See Appendix for Sir James Picton's statement, giving details.)
The system of instruction in elementary science introduced by the Liverpool School Board is similar in kind to that adopted in Birmingham. The following statement by the Clerk to the Board, Mr. Hance, explains this system, which we are happy to endorse as efficient and economical.
With a view to the provision in the curriculum of their schools, of some subject specially calculated to awaken and exercise the observing faculties of the children, the Liverpool School Board, acting on the advice of several eminent scientific gentlemen, in March 1877, resolved to introduce the systematic teaching of elementary science into their schools. The branches of instruction were selected from the limited number of science subjects included in the fourth schedule of the New Code of that date, viz., mechanics (or, the principles of natural philosophy) for boys, and domestic economy for girls. The instruction given
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is necessarily based on the syllabus of each subject set out in the schedule, in order to qualify the scholars to earn grants under the Education Department; but in each case the subject, as arranged in the code, has been modified and extended so as to enable it the more readily to be taught by experimental demonstration to large classes of children.
The method of teaching the subjects, which has been found by experience to be capable of producing very beneficial results to the scholars, is to combine ordinary lessons by the teachers of the school with a system of experimental demonstrations given by means of specially appointed demonstrators. The apparatus required for the demonstrations is kept at a central laboratory, and is transferred from school to school, as required, by means of a light hand cart. In this way each demonstrator is able to give from 18 to 20 demonstrations per week. In order to simplify the arrangements for the demonstrations as much as possible, by providing for the same demonstration to be given in several schools in succession, the Education Department was, at the commencement of the scheme, requested to provide for the school-years of the different schools to end as nearly as possible at the same time; and this was carried out so far as to admit of the schools being arranged in two groups, the annual examinations of which fall in the autumn and spring respectively. In the case of domestic economy, the demonstrations are given only every alternate week, and the same is the case in the second stage of mechanics (taken by the Fifth Standard), but to the Fourth Standard, just commencing the subject of mechanics, one demonstration is given every week. In the intervals between the demonstrations, the teachers of the respective classes, who are supposed to be present at the demonstrations, are expected to go over with the children the subject of the demonstration; and in many instances their lessons are illustrated by simple experiments; and in order to enable the teachers (the larger number of whom have unfortunately had no special training for the subject) to perform their portion of the work the more satisfactorily, a simple text book has been specially prepared, containing reading lessons on the subjects of the demonstrations, and exercises to be worked by the scholars. The demonstrations have been given in several of the other elementary schools of the town, not under the Board, on payment by the managers of the schools, of a proportion of the expenses.
At the present time there is one chief demonstrator, who has also to organise the instruction, and two assistants.
The cost of the apparatus used in the school demonstrations for the five years during which the scheme has been in operation amounts to about £120, many of the articles having been provided in duplicate in consequence of the large number of classes.
That the introduction of this additional teaching into the schools has not, to say the least, been attended with an injurious
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effect on the ordinary subjects of instruction, is shown by the percentage of passes in those subjects for the last few years.
In 1878-4 the percentage of passes in reading, writing, and arithmetic was 74.4
In 1874-6 the percentage of passes in reading, writing, and arithmetic was 74.5
In 1875-6 the percentage of passes in reading, writing, and arithmetic was 74.4
In 1876-7 (the year in which class-subjects were introduced) 79.0
In 1877-8 (the year in which science instruction was introduced) 85.59
In 1878-9 the percentage was 87.1
In 1879-80 the percentage was 88.4.
The examinations in these subjects, held by H.M. Inspector, consist merely in the answering in writing of three or four questions, and do not, as the inspectors themselves remark, adequately test the work actually done. This is especially the case in Standard IV., where the inability of the children to express themselves satisfactorily in writing, is a great disadvantage to them in these examinations. Notwithstanding, however, these drawbacks, the percentage of passes in the last examination in mechanics was in Standard IV, 58.6, in Standard V, 75.2, and in Standard VI, 76.3.
Prof. Stuart. of Cambridge, who in December 1879 examined the scholars for the Liverpool Council of Education Scholarships, remarked in his report: "In two or three of the essays an amount of accurate scientific knowledge was manifested sufficiently considerable to attract my attention; and on further inquiry I found that the boys in question came from schools in which special scientific instruction has been given by the School Board. It seems not only to have been accurate and useful, but also to have laid hold of the boys' imaginations and interested them." In 1880, the School Board requested Professor G. Forbes, of Glasgow, to examine the scholars in mechanics, with a view to ascertain whether the system of instruction pursued was producing good results.
Professor Forbes, after a very careful examination, reported to the Board as follows: "In all stages a great deal has been done, and the intelligence of the boys developed by the system pursued. With some boys I was quite surprised to find so much clear intelligence and comprehension of the subject in boys so young. ... I can positively assert, that by the present system some good results have been obtained, a few being quite remarkable." Of the first stage, he says, "The boys in these classes being very young, and having had little previous opportunity of educating their faculties, have improved their minds greatly by the study of mechanics." Of three particular schools, by no means attended by the best class of children, he says, "These three schools quite surprised me; if ' the schools could all be brought to this state of perfection, the School Board would have very much on which to congratulate
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themselves." At the same time, he pointed out several details needing further attention, and gave many valuable suggestions as to the mode in which the system might be improved.
In addition to the instruction given to the scholars, special science classes in connection with the Science and Art Department have been arranged for the pupil teachers, so as to gradually train them to take an intelligent part in the work in the schools. About 70 male pupil teachers attend the central classes in mathematics, acoustics, light and heat, and electricity and magnetism; and about 100 female pupil teachers are under instruction in animal physiology. A short course of lessons in mechanics is also given each year to the male pupil teachers.
Much interesting information obtained from the Chairman of the Board, Mr. S. G. Rathbone, and others, respecting the subject of science teaching in the Liverpool Board Schools, will be found in the Appendix.
Mr. Christopher Bushell explained to us the action of the Liverpool Council of Education, a body of which he is the President. The object of the Council is to connect the Elementary Schools in the city with the Secondary Schools. For this purpose a system of prizes and exhibitions has been established, and independent examiners report on the quality of the papers which are set by them, and the Council acts on this report in their selection of the candidates. From the Secondary Schools the boys obtain an opportunity of passing to the higher Colleges or to the Universities of Cambridge and Oxford. (See Appendix.)
Evening Science Instruction in Liverpool. A very important feature in the educational institutions in Liverpool, is the systematic series of evening science classes. There are two distinct organizations founded for this purpose, each of which carries on classes under the Department of Science and Art, without interfering with the other. They act as friendly rivals, and the result is that, probably, in no city in the kingdom are these classes more flourishing or doing better work than in Liverpool. One of these organizations is termed the "Liverpool School of Science", the other "The Liverpool Science and Art Classes".
Liverpool School of Science. The following statement of the origin and present condition of the evening science classes connected with the first of these, was given to the Commission by Mr. S. Leigh-Gregson, of whose recent decease we learn with regret. The second organization is of a somewhat similar kind.
The school owes its origin to the Free Public Library and Museum presented to the town in 1857 by the late Sir Wm. Brown. A few years later it was found that the building would not be complete until (to use the words of Sir W. Brown) "it had attached to it a school of science for the benefit of all classes, but especially the artisans, in which lectures should be delivered and classes held where students could obtain, at a small charge, scientific information of the contents of the museum, and also receive technical instruction respecting the
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various trades in which they were respectively engaged." The school was formally inaugurated in 1861 by Earl Granville, Lord President of the Privy Council. The first enthusiasm of its founders gave way in a few years, and at one time it was contemplated to abandon the scheme; but with the exercise of patience and toil, the students slowly but gradually increased until the numbers now reach 834, and the grant earned from the Science and Art Department. South Kensington, reached last year, £704 for science and £36 1s 6d for art; being the largest grant yet claimed for "payments on results".
The number of students in the several classes and the subjects of instruction are as follows:
| 1881 | 1882 |
Practical, plane, and solid geometry | 37 | 26 |
Do. advanced classes | 12 | 9 |
Machine construction and drawing | 79 | 74 |
Do. advanced classes | 17 | 15 |
Building construction | 43 | 60 |
Do. advanced class | 10 | 12 |
Mathematics Stages 1 to 3 | 205 | 246 |
Do. Stages 4 and 5 | 7 | 10 |
Theoretical mechanics | 22 | 16 |
Do. advanced class | 9 | 5 |
Applied mechanics | 67 | 70 |
Do. advanced class | 17 | 25 |
Sound, light, and heat | 55 | 60 |
Magnetism and electricity | 115 | 183 |
Do. advanced classes | 18 | 16 |
Inorganic chemistry | 133 | 180 |
Do. advanced classes | 40 | 48 |
Do. laboratory | 15 | 25 |
Geology | 19 | 11 |
Mineralogy | 10 | 4 |
Animal physiology | 39 | 7 |
Do. advanced class | 6 | 4 |
Steam | 70 | 74 |
Do. advanced class | 18 | 23 |
Agriculture | 11 | 14 |
Phonography | 24 | 30 |
Technical drawing for carpenters and joiners | 68 | 43 |
Metallurgy | - | 8 |
Alkali manufacture | - | 10 |
| 1,174 | 1,338 |
Art classes - Freehand, geometry, perspective, and model drawing | 486 | 288 |
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These numbers probably have never been equalled by any other science school in the kingdom, and the foregoing list at once shows the scope and nature of the work undertaken.
The students are drawn from all classes of the community, and are nearly all engaged in business during the day.
Their ages are as follows:
Under 16 years - 44
Over 15 and under 18 - 192
Advanced Apprentices:
Over 18 and under 21 - 219
Over 21 and under 25 - 147
Over 25 - 168
Unknown - 29
There are 721 males and 78 females.
A special feature of the system of instruction is that, as far as possible, the teachers are practical men, drawn from the ranks of our own students, according as they display special fitness for the work. Another feature is the removal from our prospectus of the term "artisan" on account of its ascertained unpopularity. We use, instead, the terms "Students A" and "Students B". In former years the opinion prevailed that "artisans" referred exclusively to labouring mechanics of humble origin; but in the present day we find the youth of the better classes working in the foundries, workshops, mills, &c., side by side with, in many cases, their fathers' workmen; and these better class students join more readily to an educational institution which appeals to all classes alike, instead of appealing specially to "artisans".
Our present system of instruction appears to answer well, but could be improved by aid of specimens specially prepared for tests, such as iron or wood for ductility, strains, &c., compounds for chemical analysis, &c., and by the erection of a model workshop, with working models.
The following facts have come under our notice since the founding of the School of Science:
(a) Employers find that the apprentices attending at the science classes comply more faithfully to the terms of their "indenture", and bring greater intelligence to bear upon their handicraft.
(b) Marine and other engineers have adopted the certificates of the Science and Art Department as a standard of theoretical knowledge for all applicants for employment.
(c) Some employers reduce the term of apprenticeship for youths possessed of the science certificates. For instance, a shipbuilder informed me last week, when inquiring for a lad to enter his drawing-office, that for a lad acquainted with mathematics and mechanics he would take off two years from the usual term."
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Several of these evening classes were inspected by the Com missioners. (See Appendix.) The teacher of one of these, Mr. Sloane, taking practical mechanics and steam, has been good enough to furnish us with an interesting letter giving his views on the kind of instruction suitable for mechanical engineers, pointing out the necessity for furnishing the teachers of the above subjects with proper models, besides giving a description of the requisites of a mechanical laboratory. (This will be found in the Appendix.)
Liverpool Institute. This is one of the largest of the secondary schools in the city, where much attention is paid to science-teaching. It is one of the schools into which large numbers of boys from the Board schools pass with exhibitions, &c. given by the Council of Education.
The principal. Rev. J. Sephton, M.A., stated that the institution is divided into a high school and a commercial school. There are about 800 pupils in the commercial school and 360 in the high school. Over 200 boys enter the institute every year from the elementary schools, principally the Board schools, by scholarships from the Council of Education when they have passed the Sixth Standard. The bulk of them stay from six months to a year to finish (as they term it). The institute has no entrance examinations; all that is required is that a boy shall be able to read and write, and if he can, there is a class suitable for him. Only the two highest forms in the commercial school are taken to laboratory practice, and this elementary; but the first class of the high school, numbering 12 to 15, have advanced laboratory practice. There are about 40 pupils from the commercial school and 30 from the high school who have elementary practice. Magnetism and electricity are taught as well as chemistry, and the most successful pupils are sent up for the South Kensington examinations. The best masters are found to be those who have been boys educated in the building. The institution was formerly the Mechanics' Institute, and a few of the old mechanic members of that institute still remain, sharing some of the privileges of the institution. Mr. McAlister, the senior wrangler in 1877, was a pupil of the institute. (For further particulars and opinions, see Appendix.)
Liverpool School of Art. This is connected with the institute, and is housed in a new, convenient, and handsome building, containing studios, art class rooms, and lecture rooms, erected mainly at the cost of a member of the Committee. The school has both day and evening classes. The course of instruction is a severe one, including drawing from models and from life. In the evening classes about 100 pupils, chiefly artisans, attend, and most of these are engaged in learning mechanical drawing. Last year nearly 2,000 drawings, mostly by artisans, were sent up to South Kensington for adjudication. Mr. Finnie, the master, favoured us with his views on art teaching as applied to design, &c. These will be found in the Appendix.
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University College, Liverpool. The Commissioners visited the buildings of the new University College in Ashton Street, originally occupied by a public institution which has been removed to other quarters. The buildings, which at the time of the Commissioners' visit were in process of alteration, occupy a very considerable space of ground, which has been transferred to the University College by the Corporation of Liverpool, on exceedingly liberal terms. The Commissioners were received by Professor Rendall, the Principal of the College, who conducted them through the various departments.
This institution has been recently founded by benefactions to the amount of upwards of £105,000, from some of the wealthy inhabitants of the city and its neighbourhood, with the view of providing for a higher scientific and literary education in the district than has heretofore existed. The departments of Chemistry and Physics are well arranged. A new Chemical Laboratory is about to be built. The system of instruction is similar to that carried out in Owens College, and in all probability the Liverpool University College will soon join the Victoria University as one of its incorporated colleges.
Professor Lodge (Physics) described to us the method of teaching which he pursues, and pointed out the importance attaching to courses of Electricity as applied to industrial purposes. The College authorities desire to undertake the work of the highest science teaching, and do not propose to interfere with that given in the excellent evening science-classes which exist in Liverpool, and which prepare for the examinations of the Science and Art Department.
The Royal Liverpool School of Medicine is now incorporated with the College as its medical faculty. The results of interesting conversations held with the Professors will be found in the Appendix.
XVI. OLDHAM
Oldham School of Science and Art This is mainly an evening school, adapted for the technical instruction of young men engaged in the various mechanical and textile works in the neighbourhood. It may, in our opinion, be regarded as an excellent sample of the kind of school which should exist in every industrial town in the kingdom; care of course being taken to arrange the instruction so as to be applicable to the several requirements of the districts in which they are situated.
Mr. Phythian (C.E. of Glasgow University), head master of the school, submitted the following statement of its origin and development:
As far back as 1840, Science and Art evening classes were commenced in connection with the Oldham Lyceum, when that institution was in embryo. Superior workmen, such as draughtsmen, in the employ of Messrs. Platt, were in the habit of teaching some science subjects of importance to their trade. As
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a development of these classes, the late Mr. John Platt, M.P., built, as his own cost in 1865, the first school of Science and Art, adjoining the Lyceum. Mr. Platt also provided a fine set of art casts, and the firm of which he was the head gratuitously supplied the internal fittings of the institution. About the same date the school was incorporated with the Science and Art Department, South Kensington, funds for its maintenance being provided by annual subscriptions, class fees, and payments on results from the Department. In a few years the desire for a chemical laboratory having arisen, Mr. Wm. Richardson supplied the funds for apparatus and chemicals; this was followed by the furnishing of a physical laboratory for experimental work for the students, in sound, light, heat, steam, magnetism, and electricity. The establishment in 1874, by the Society of Arts, of technical examinations, was taken up with successful results. Since then, students of these classes have gained 17 prizes, 4 in honours with 6 medals, value £85, and several full technological certificates. Five years later, the school was incorporated with the City and Guilds of London Institute for the advancement of Technical Education.
The growing success of the school encouraged the president, Mr. S. R. Platt, and other sons of the late Mr. John Platt, to erect at their own expense the present handsome and commodious edifice, which contains 9 main rooms, 42 feet by 28 feet, 16 feet high, chemical and physical laboratories, with masters' rooms. The land was given by Mr. Richardson.
There are three local exhibitions of £50 per annum, tenable at the Owens College, Manchester, given by Mrs. Platt and Mr. Chas. C. Lees.
he school has a small library of scientific books, presented by various publishers.
The gross total of prize money received since 1867 is £6,066. This amount, being awarded to the students, forms no part of the revenue of the school. All grants, fees, and subscriptions are received by the Committee, who pay the masters fixed salaries.
There are now (1882) in attendance 676 science and 110 art students, varying from 13, the minimum age of admission, to 40 years; the average age is about 19. Most of them are young men in training to fit themselves for their after-career. They are chiefly young mechanics engaged in Messrs. Platt's and other works in the district. An effort is made to know the subsequent positions of the students, and a register is kept. The majority of them now hold responsible positions in the town and elsewhere, and many join the "Old Students' Association", assisting by subscriptions and otherwise towards the support of the school. In the classes the science subjects are, as far as possible, treated experimentally by the students, in accordance with the suggestions made by Dr. Roscoe, Mr. John Platt, M.P., and Mr. Wm. Richardson, as contained in the Report of the
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Royal Commission on Scientific Instruction, published 1872. Literary classes are held in the Lyceum night classes.
The science course is chosen with special reference to the principal trades of the district, namely, machine making and cotton manufacture. The subjects are embraced in the prospectus of Sir Joseph Whitworth's scholarships for mechanical science, and are practical geometry, machine drawing, building construction, mathematics, theoretical mechanics, applied mechanics, sound, light, and heat, magnetism and electricity, inorganic chemistry, theoretical and practical, geology, steam, free-hand and model drawing, with technical classes for mechanical engineering, tools, and cotton manufacture.
In 1865 there were 114 students on the books; in 1881 there were 549 students, a progressive advance having taken place during the whole interval.
The following is a summary of the successes of the school since It was opened in 1865:
11 of the Whitworth scholarships, and 11 prizes, 8 Whitworth exhibitions, and 2 studentships: Total value of Whitworth grants £4,060.
1 Bremner exhibition.
4 gold, 7 silver, and 6 bronze medals; grant of these medals discontinued since 1876.
10 national medals for honours.
6 medals for technological examinations.
The school is an evening one, and we inspected the drawing-rooms, class rooms, and laboratories whilst the classes were in progress. Mr. Richardson, on being asked whether he was satisfied with the mode in which mechanical drawing is taught in this institution, answered by saying that they carry off many prizes from South Kensington, "and they say that we excel"; and, when asked if the South Kensington authorities were the best judges, replied: "Well, we can make use of the people after they have been here". The method adopted in teaching drawing was explained to the Commissioners by the master. It combines black-board with ordinary free-hand drawing, and drawing from models, and at the same time machine drawing.
The Commissioners next visited rooms in which elementary geometrical drawing was being taught by Mr. Armitage, and solid geometrical drawing by Mr. Philip, M.A., and then inspected the large class (90 pupils) on cotton spinning, taught by Mr. Isherwood, Manager of the Tonge Vale Spinning Company; we were informed that 19 out of every 20 of these pupils were factory hands, and eight persons present were shareholders in the limited mills which are common in Oldham. Many of those in the spinning class attend science classes, especially mathematics and theoretical mechanics. Upon being asked what was in his opinion the value of such technological classes as that on cotton spinning, Mr. Richardson replied: "The
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students here give attention to the practical element of the business followed by them. They have to answer practical questions. The theoretical instruction they get in the other classes is developed into practical instruction in the technological classes. This seems to me to be the great object of the technological classes, and I believe the object is attained. They teach a man to understand the nature of the materials with which he is going to work. For instance, a man being examined in steel, it makes him study the nature and qualities of steel I think it is valuable for the students to learn more of the nature of the materials with which they work, than they would do were they only to learn applied mechanics, engineering, chemistry, mathematics, &c. We may say that the influence of the technological classes may be economical or educational, or both, and in any case useful."
We next visited the Physical Lecture Room and Laboratory, which works at physics in connection with the Science and Art Department. Mr. Phythian explained that two students working together perform a series of experiments similar to those of the Department in chemistry. The black-board and students' note books are divided into squares as in the other departments, and thus the quick preparation of correct drawings is facilitated by means of this system very complicated drawings are readily copied. The instruction in the practical class is conducted by means of written sheets describing the details of the experiment, with drawings of the necessary apparatus; these are copied by the students and used by them in the practical work. The same system is carried out in the teaching of practical chemistry.
In the class on building-construction about 50 students were present; and in the Art School young men and young women were occupied in free-hand drawing from copies, and in drawing from the cast.
The Commissioners next inspected the chemical laboratory, which is excellently fitted. Each student has a swinging seat and a sliding desk fitted with ink, &c., with cupboards beneath. There is one gas chamber to every four students, and this has a Bunsen flame inside. There are about 28 working benches, and these are used, at different times, by 60 students. All the students work experimentally in chemistry, going through the experiments mentioned in the Science and Art Directory. The more advanced students work at qualitative and quantitative analysis.
In addition to the practical work, there are chemical lectures, and the students work out chemical calculations.
In reply to a question respecting the influence of these Science and Art classes on the industries of the town, Mr. James Taylor, of the firm of Buckley and Taylor, Engineers, replied: "Very beneficial, I think. In the case of pattern makers, for instance, they understand their work better than
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they did previously. It has caused the men to be more intelligent workmen and to understand better the instructions given them, and the object had in view in the work performed, and they understand the working better. Our foreman draughtsmen are now all taken from the institution. Before the institution existed we used to get Swiss and French and Germans principally. Now there is hardly a foreigner in the town."
Mr. Richardson added, "I can confirm this statement. The working mechanics are much more intelligent. Now, a man can be sent out to work and can transmit his views to the firm in writing, give sketches, and reason about matters; formerly the man would have had to return to the works and get personal instructions in all cases of difficulty; the suggestions they make to remedy defects are more practical than before. Every man may now be equal in intelligence to what the master was before the school was established."
About 25 per cent of the students are employed in Messrs. Platt's works. Almost all the young men of the works attend. No special inducements are offered to the young men by the proprietors of the works, to attend these classes; the only stimulus being the South Kensington prizes and the Whitworth scholarships. No pressure is put on the students; that is, none but a moral pressure. If a man wants advancement he is asked questions bearing on his work at the Science School, and the matter becomes simply one of qualification.
Mr. Ernest Raynor (manager at Messrs. J. Braddock's Globe Meter works) stated that they had found since the establishment of the Science School that it was a good deal easier for foremen to take charge of men than it was formerly. The men could be more readily trusted with a job, and they understood what they had to do with less explanation.
XVII. BARROW-IN-FURNESS
This town was visited by the Commissioners, under the guidance of Alderman John Fell, Mayor, and Mr. Fillingham, Clerk to the School Board.
The town of Barrow owes its rise and progress to the rich deposits of hæmatite iron ore found in the district of Furness. Only a few years ago it was a hamlet composed of a few cottages by the sea shore. So rapid has been its growth, that in 10 years, between 1861 and 1871, its population increased six-fold, and between 1871 and 1882, from 18,000 to 47,000.
The energy and zeal of the School Board have been fully required to keep pace with the educational wants of the town. Under the Chairmanship of the late Lord F. Cavendish, and
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more recently of the present Mayor (Alderman Fell), a number of elementary schools have been built, supplying efficient accommodation and effective teaching.
The Kindergarten system of teaching is adopted in some of the infant schools.
In 1880, on the initiative of Sir James Ramsden, who from the infancy of the town has warmly promoted every movement for its intellectual, social, and material advancement, a higher grade school was established, and at the time of our visit was about to be re-organised so as to provide for the secondary education of all classes, and particularly for the grounding of artisans in the principles of science and art.
Connected with the higher grade board school, there are evening classes in chemistry, magnetism and electricity, mathematics, and physiography. 80 students were presented for the examination in 1881-2.
The school of art was erected at the sole expense of Sir James Ramsden, and is connected with the Science and Art Department. There are about 250 students, and instruction is given in drawing, painting, sculpture, applied mechanics, and architectural designing.
A school for the teaching of cookery and other household work was started in 1880. During the past year about 400 girls from the elementary schools attended the classes in groups of 20. It is now proposed that all the girls from the elementary schools of the town shall attend the school.
In connection with the University extension scheme, courses of lectures by Professors and Fellows from the University of Cambridge are given to artisans during the winter months.
The most popular of the educational and social institutions of Barrow, is the Working Men's Institute and Club. The premises were erected by subscription, at a cost of £3,450. There are 600 members. On the ground floor is a reading room and library of 1,500 volumes, billiard and class-rooms, kitchen, offices, &c., and on the upper stories a lecture hall and billiard room. The lecture hall is used by the Barrow Field Naturalists' Club for lectures, and contains a large number of specimens of minerals, fossils, ores, birds, and animals, &c., which have been collected by the members in their excursions in the neighbourhood.
The Commissioners visited the great industrial works of the town, and conferred with the proprietors on the subject of the Commission.
All the gentlemen with whom we conversed, concurred in the opinion that in the means for the higher scientific and artistic training of artisans, Barrow is seriously deficient. The population of the town has quite outgrown the educational provision for youths
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and apprentices, but we understood that the education question, particularly in its bearing upon the local industries is receiving most careful consideration at the hands of those public spirited and enterprising promoters of the town, to whom all classes of the population are already so much indebted.
XVIII. BIRMINGHAM
On the occasion of their visit to Birmingham, the Commissioners met the members of the School Board, and inquired into the system of science and art teaching under the Board.
Board School Instruction in Elementary Science. Science is taught in accordance with the following syllabus: by a practical demonstrator and assistant (who visit each boys' and girls' department once every fortnight), and by the teacher of the school.
Method of Instruction. The science demonstrator for the Board (or an assistant demonstrator) gives one lesson fortnightly, of about 40 minutes' duration, to the boys in the fifth and higher standards in each school. These lessons are illustrated experimentally by specimens and apparatus, carried from school to school in a hand-cart.
Between the visits of the science demonstrator at least one lesson is given to the same class by the teachers of the respective schools (as a rule by a teacher who was present at the demonstrator's lesson, and took full notes of it), and a written examination on the subject matter of the lesson is also held. The answers are corrected by the class teacher and submitted to the demonstrator at his next visit to the school. A general examination in elementary science is held yearly.
Syllabus of Fortnightly Demonstrations for Boys. Specification of a force; nature and action of machines; principle of work. The mechanical powers; conditions of equilibrium; the mechanical advantage; friction. The lever; parts of a lever; three orders of levers. Practical applications of the lever; double levers. Weighing machines; the balance; the steel-yard. The wheel and axle; practical applications of this machine. The toothed wheel; clocks and watches. The pulley; fixed and moveable pulleys; the three systems of pulleys. The inclined plane; its principle and applications. The wedge. The screw. Compound machines. Pressure of liquids; surface of liquids; liquids under the action of gravity. The hydrostatic press. The parallelogram of forces. The parallelogram of velocities.
Syllabus of Fortnightly Demonstrations for Girls. Structure of the human body; names and positions of the various organs; structure of the skin; the teeth. Circulation and respiration; impure air and ventilation. The organs of digestion; the brain
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and nervous system. Nature of food; necessity for food; quantity required; classification of food. Preparation of food; meat: its composition and culinary treatment. Fish, eggs, milk, butter, cheese: Principles regulating their use and preparation as food. Flour, pulse, peas, beans: their composition and preparation for the table. Starchy sugar, fruits, vegetables: their use as food. Condiments and beverages. Apparatus for cooking: how used. How to maintain the body in health: I., Fresh air and pure water are needful II. A suitable dwelling, sufficient food, and exercise (work) are also required. The sick room: duties of a nurse. Contagious diseases: their origin and treatment. How to prevent them spreading. Diseases of children: how to help the doctor. Accidents: what to do in cases of cuts, burns, &c.
Classes for the evening instruction of pupil teachers are held at two centres, under the regulations of the Science and Art Department. Male pupil teachers take chemistry and magnetism and electricity; and females, physical geography and magnetism and electricity. At the examinations in May 1882, 18 first class certificates and 73 second class certificates were obtained by the 133 teachers who were examined.
Some of the schools under the Board are used for evening science classes in connection with the Midland Institute.
The Commissioners visited the Icknield Street Board School, which has been provided with an excellent laboratory in accordance with the requirements of the Science Directory. Here some of the senior boys and the pupil teachers have practical laboratory instruction in chemistry.
Instruction in handicrafts is not as yet given in any of the Birmingham Board Schools, but this matter is under the consideration of the Board.*
King Edward's Grammar School. The Commissioners visited the King Edward's Grammar School, accompanied by the Mayor and Mr. Alderman Kenrick, where they were met by the head-master, the Rev. A. R. Vardy, M.A. This is an ancient foundation school which has been reconstituted under a new scheme in 1878. The governing body consists of 22 members. Eight representative governors are elected by the town council, three are nominated by the Universities of Oxford, Cambridge, and London, and one by the teachers of the schools of the foundation. Certain governors of the old foundation still remain, but they will eventually disappear when their terms of office expire. The schools on this foundation are being entirely remodelled. They
*For the details of a proposed central school in which handicraft instruction would be given to selected boys of the upper standard, see letter from Mr. Davis, the Clerk of the Board, in Appendix.
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consisted formerly of a high school, a middle school, and four lower middle schools for boys, and four for girls. It has been ascertained however, after trial, that there is not room in Birmingham for three grades of schools above the public elementary school, and the scheme about to be adopted distinguishes merely between the high school or central school, which will have departments both for boys and girls, and the middle schools which will take the place of the former middle schools and lower middle schools. The education given at the high school and at the middle schools differs only in degree, the curricula being very similar. The high school course is designed to educate boys up to the age of 19, whereas the middle school course terminates at 16, or at about the standard of the Oxford and Cambridge Junior Local Examinations. The students for the high school are not generally scholars from the middle schools, but a good many of the Board school children go into the middle schools. There are entrance examinations for both schools; the average age of entrance being 11. In the high school classical languages form the foundation of the education, though certain boys who are going in specially for science and modern languages may be excused Greek.
In the high school the arrangements for teaching science are antiquated and insufficient, and for some time to come, until it becomes possible to erect new buildings, the school and the class-rooms will be crowded, as the high school for girls has to be accommodated in a portion of the present building.
The science teaching in the high school is under the charge of a master who devotes to it the whole of his time, and there is an assistant master who gives part of his time to these subjects. In the middle schools the staff will be about the same.
The Grammar School, Five Ways, one of the schools on the same foundation, under the Rev. E. F. M. MacCarthy, M.A., as head-master, was also visited by the Commissioners. The instruction resembles that of the King Edward's School, but is not carried so far. The school buildings are modern, and we found that the foreign system of class-room fittings had been introduced; thus the rooms were surrounded with blackboards on which the boys draw simultaneously. There are dual desks, and the supply of teaching apparatus is good. In connection with a small lecture theatre are a preparation room and laboratory. There is a large room in which the boys assemble. The school contains 270 boys, all of whom, except the two lowest forms, receive science teaching from Mr. Atkins, the science master, who devotes the whole of his time to this instruction.
The several schools educate altogether about 860 pupils. The fee per term in the high school is £3, there being three terms to the year. In the middle schools the fee is £2 per term, also with three terms per annum. Very few scholarships are given and therefore the children of poor parents find a
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difficulty in obtaining the benefits of these schools. The exhibitions, which are three in number, are too small to lead on to college. There are three exhibitions of £50 per annum to Oxford and Cambridge, one for classics, one for mathematics, and one for general proficiency. There are 12 scholarships of £30 per annum each in the middle schools.
Three of the lower middle schools buildings are condemned, and at the present time new school buildings are being erected in then: place further away from the town. The arrangements in these latter schools are in transition.
Drawing is only taught on half holidays, generally by members of the staff, on the School of Art basis, and in preparation for the Government examination.
The Edgbaston High School for Girls was visited by the Commissioners. It is under the management of a council of shareholders, and provides an excellent middle class education for girls at moderate fees, varying according to age from five guineas to eight guineas per term. The head-mistress. Miss Cooper, conducted us over the school.
The Mason College. This institution was founded and endowed by the late Sir Josiah Mason, at a total cost of more than £200,000. The building designed by Mr. J. A. Cossins, was erected under the personal supervision of the founder, who happily lived long enough to see the appointment of the first four professors and the work of teaching began within the walls of the college. It was opened on the 1st October 1880.*
The following extracts from the foundation deeds explain the intentions of the founder in establishing an educational institution. It will be shown presently to what extent the original plan has been modified. Deed, dated 12th December 1870:
The Institution to be hereby founded is intended to be called "Josiah Mason's Scientific College" or "Josiah Mason's College for the Study of Practical Science" and the said Josiah Mason hereby declares that his intention in founding the same is to promote thorough systematic education and instruction specially adapted to the practical, mechanical, and artistic requirements of the manufactures and industrial pursuits of the Midland District, and particularly the boroughs of Birmingham and Kidderminster, to the exclusion of mere literary education and instruction, and of all teaching of theology and of subjects purely theological; which limitations the said Josiah Mason hereby declares to be fundamental.
And the founder expressly declares the instruction to be given shall include the following subjects; viz.: "Mathematics, abstract and applied; physics, both mathematical and experimental; chemistry, theoretical, practical, and applied; the natural
*A complete description of the building, with plans, will be found in "The Architect" for January 8th, 1881.
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sciences, especially geology and mineralogy, with their application to mines and metallurgy; botany and zoology, with special application to manufactures; and physiology, with special reference to the laws of health; and the English, French, and German languages: and may include all such other subjects of instruction as may be necessary to carry into effect the intention of the founder to give thorough systematic scientific education and instruction specially adapted to the practical requirements", &c., "but excluding mere literary education and instruction."
In accordance with these views, the building was designed to afford accommodation specially for instruction in physics and chemistry, and very liberal provision was made for the requirements of teaching in these departments. The first professors appointed represented the four departments of mathematics, physics, chemistry, and biology, and they commenced operations immediately upon the opening of the college in October 1880.
It soon began to be felt, however, that it would be desirable to extend the scheme so as to provide a complete curriculum, in science at least, for those students who desired to present themselves for the degrees of the University of London. Subsequently the founder was induced to give his sanction to the admission of anatomy and the Greek and Latin languages, and to "such a course of study as shall qualify for degrees in arts and science in the Victoria University or the London University, or any other University of which the institution shall form part". (Deed of 23rd February 1881.)
In the same deed the name of the institution is declared to be "The Mason Science College".
In June 1881 Sir Josiah Mason died at an advanced age. Acting upon the enlarged powers given them by the last deed, the teachers proceeded to appoint professors of physiology, geology, botany, engineering, Greek, Latin, and English; the professor of chemistry, with the aid of an additional assistant, was requested to undertake metallurgy; and lecturers were engaged to teach the French and German languages.
Thus the Mason College, as it is now called, has developed out of what was essentially a technical school into a university college, with, however, a distinct leaning to science, notwithstanding the omission of the word from the title, and with provision for technical instruction in certain departments.
The teaching of applied science in the college falls under four heads: First, instruction to the students of the Birmingham Medical School, in chemistry, physiology, and botany. Secondly, engineering, a division which is in a fairly prosperous state considering the short time it has been established, and in which it may reasonably be expected that a great increase in the
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number of students will ensue, when time has been given to allow of the college becoming better known.
The teaching of engineering is distinctly practical, in the sense that its results are directly useful in professional and industrial engineering work; and "there is not the time to wander into matter of merely theoretical interest. There is no endeavour to make the students trained handicraftsmen, that being outside the function of either school or college, and impracticable, except in the regular workshop". But the pupils have a laboratory where they experiment on materials and on hand and machine tools, and on engine and boiler. They have to shape and temper the tools, and try results by accurate quantitative measurements. They can hardly fail therefore to obtain, in the Professor's opinion, so far as the intelligence of each individual enables him to do so, "a strong, concrete, and practical idea of the subject they are studying".
The need of further apparatus for the complete equipment of the engineering laboratory is much felt.
The engineering department will give a junior and a senior engineering diploma, at the end of the second and third years respectively, to those students who have passed through the prescribed course of study and have gained certain positions in the periodical college examinations.
In the third division, that of metallurgy, the attendance is small. The last division is that of physics, which is carried on by means of a course of special lectures, combined with laboratory instruction, on the applications of electricity in telegraphy, the transmission of power, &c.
The classes at the Mason College are open to both sexes on equal terms, and nearly one-fourth of the students (excluding medical students) are women. Of the male students the majority are sons of manufacturers in Birmingham and neighbouring towns, though a few come from London, Leicester, and other places at a distance.
The number of individual day students registered during the session ending June 1883, was 366, not including the medical students from Queen's College. Some estimate may be formed of the kind of work done, by reference to the following statement of the distribution of students in the several departments:
SESSION 1882-3
| Registered Day Students |
Mathematics, pure | 57 |
Mathematics, applied | 2 |
Physics | 82 |
Chemistry | 124 |
Metallurgy | 8 |
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Zoology | 38 |
Botany | 57 |
Physiology | 86 |
Geology | 53 |
Engineering | 24 |
Greek | 35 |
Latin | 39 |
English | 53 |
French | 42 |
German | 34 |
Logic | 4 |
Birmingham has long been provided with good and cheap elementary instruction in science, in the classes at the Midland Institute, but until the establishment of the Mason College students desirous of instruction in its higher branches were obliged to proceed to universities and colleges at a distance from home.
From the commencement, evening lectures have been given in most of the departments, but the entries have fallen from 236 to 197 and 172 in successive years. This is probably in the main to be ascribed to the existence of the classes under the Science and Art Department, carried on in the Midland Institute at fees very much lower than those which are payable in the college. In the departments of applied science, such as chemistry and engineering, the attendance is fairly maintained, the decline being chiefly noticeable in the classes for languages and literature.
The next step must be the provision of scholarships or exhibitions for the benefit of deserving students from the elementary schools. These the present endowments of the college are insufficient to provide for. Indeed it is beginning to be strongly felt that its resources are too small for its present work, for in spite the greatest economy in the several departments, the income of we college, including the students' fees, falls short of the expenditure by several hundred pounds every year.
The Birmingham and Midland Institute. This important institution occupies large and commodious buildings in the centre of the town. Ever since its establishment, 27 years ago, it has gone on increasing in numbers and popularity, and a few years ago the original building, erected at a cost of £18,000, on land given by the town of an estimated value of £10,000, having become too small for its requirements, it was decided to extend it at an estimated outlay of £38,000. The land needed for this extension was acquired for the sum of £14,750, and with the interest on loans from the bank and necessary expenses, the estimated total outlay on land and buildings was stated to the
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Commission at £81,750. A large proportion of the cost has been raised by public subscription, but £13,200 are still required to liquidate the expenditure. In its general constitution the society resembles the Mechanics' Institutes, but it differs from them in the multitude and importance of its classes, some of which are held in board schools in different parts of the town.
The ordinary members of the society are about 1,900, and pay an annual subscription of £1 1s, which entitles them to attend the literary classes, the various lectures, and the conversazione, and to use the reading and recreation rooms. For the lectures, special tickets are issued to about 800 subscribers.
There is a special industrial department which is one of the most flourishing branches of the Institute, comprising 4,143 members in attendance at the numerous classes.
There are day classes for women. On Saturdays, the science classes are held from 12.45 p.m. to 9 p.m., so as to enable working men to devote their half-holiday to instruction, and this arrangement has been largely availed of. The classes lead up to the examinations of the Science and Art Department, of the Society of Arts, and of the City and Guilds Institute. The teachers are paid by salary, and have no share in the fees or grants. Numerous prizes are given by local benefactors of the school and by the committee of the institute.
Lectures on a variety of subjects are given in the handsome theatre on Monday evenings, and there is a special course during the Christmas holidays. Branch classes, nearly all of which are in the elementary stages of the different science subjects, are held in eight outlying quarters of the town, and have been found most invaluable as feeders to the institute. Penny classes are held in fifteen subjects, some of them in all their stages, and are extremely popular; as an example, a penny class for instruction in the violin commenced with 408 persons, and by the third night the attendance had reached 525. A summer field class in botany is extremely popular, and there is an archaeological section with 234 members.
The gross receipts in the general department in the year 1882 were £3,112 13s 6d, and the expenditure £2,734 7s 2d. In the industrial department the receipts were £1,761 8s 5d, while the expenditure was £3,137 16s 3d, whereby the institute was involved in a heavy loss; the balance of the deficiency on the two departments being thus £998 1s 6d
The Commissioners were conducted over the numerous class-rooms by the officers of the society; and they received formal evidence from Mr. C. J. Woodward, the science master, which will be found in the Appendix, Vol. III.
Society of Arts and School of Art. The work of this society and of the school in connection with the Science and Art Department, was long carried on in the Midland Institute, but owing to want of space had to be transferred some years ago to
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a separate building. We were met by the head-master, Mr. Taylor, and conducted over the various departments. Both day and evening classes are held here, and the teaching is strictly on the lines laid down by the Art Directory. Numerous local prizes are competed for annually. Branch classes in connection with the School of Art are held in several of the Board Schools; the instruction in the latter being in all cases confined to the elementary stages. The annual subscription to the Society of Arts is one guinea. There is a good art Reference Library, and lectures on art subjects are delivered during the course of the session.
The Commissioners, during their stay in Birmingham, inspected some of the principal manufactories, and discussed with the proprietors and managers the facilities provided by the various science and art classes for the training of their workpeople. They were informed that no classes exist in the neighbourhood under the City and Guilds Institute. Formal evidence was taken from some representative working men, respecting the nature of the teaching best adapted to the requirements of their trades. This will be found in the Appendix, Vol. III.
XIX. LEEDS
The Yorkshire College. The Commissioners visited Leeds principally in order to see the textile and dyeing departments of the college. The buildings for this branch have been specially erected by the Clothworkers' Company of London at a cost of £15,000, and form a wing of the proposed new Collegiate buildings at Beech Grove. The Company has also endowed this department with a grant of £1,250 per annum for five years, renewable under certain conditions. The buildings, erected from the designs of Mr. Alfred Waterhouse, are in the Gothic style, and are in every way admirably adapted to their purpose. The cost of the entire college will, it is estimated, be £35,000, and towards this sum £23,800, had been subscribed at the time of our visit. We were conducted to the college building by Mr. F. Lupton, the treasurer, and received there by Sir E. Baines, the chairman of council, Prof. Rücker, the principal, and the various professors. We discussed with them the present position of the college, and the system of teaching. Mr. Hummel, the teacher of dyeing, and Mr. Beaumont, the instructor in weaving, accompanied the Commissioners over their respective departments. The courses of weaving and dyeing extend over two years, and are so timed that it is difficult for the student to go through complete courses of both at the same time, but a thorough knowledge of one branch, and a general acquaintance with the other, can be obtained during the two years. Mr. Hummel informed us that he had been trained at Zurich, but he has had practical experience as a dyer in England. After visiting the
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best foreign schools, he had erected the plant of his laboratory according to plans different from those of any foreign school.
The nature of the instruction in these departments is as follows: In the elementary class-room there are 30 model hand-looms, counterparts of those in the shed. When the students have been initiated into the working of the models, they pass forward into the shed to complete their practical knowledge at the full-sized looms. In the weaving shed for the advanced class there are seven jacquard hand-looms, five hand-looms, three treadle hand-looms, one 400-hook jacquard power-loom, two 34-shaft power-looms, one 24-shaft power-loom, and two tappet power-looms. The power-looms are driven by a five-horse power "Otto" gas engine. There are also in the shed, card-cutting machines, bobbin-winding wheels, and other machinery. On these looms the finest and choicest fabrics for ladies' wear and the heaviest goods can be produced. A certain class of carpets can also be woven. "The object is not to produce a quantity of one material or pattern, but to introduce as many patterns as possible." The students are thoroughly taught the mode in which each pattern is woven, the several parts of which it is composed, and the quantity and weight of the materials employed. They each receive a set of sample patterns and a book containing the particulars relating to them.
The fees in the textile industries department are ten guineas per session in the first year, and eight guineas in the second. There is also a shorter course with a fee of five guineas per session.
The course in the dyeing department is as follows:
First Year
| Hours per week |
Experimental Physics (first year's lecture course) | 3 |
Chemistry (two terms) | 5 |
Practical work in chemical, laboratory (three terms) | 12 |
Mechanism, machinery and technical drawing | 4 |
Lectures on colouring matters, mordants, &c. | 3 |
Practical work in the dyehouse (three terms) | 12 |
Second Year
Experimental physics (second year's lecture course) | 3 |
Practical work in chemical laboratory | 12 |
Practical work in dyehouse | 24 |
The fees in the dyeing department are for one day per week five guineas, two days nine guineas, three days 13 guineas, four days 16 guineas, six days 21 guineas per se&sion. A considerable deduction is made in the case of students who do not reside in Leeds.
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During the year 1882-83, there were in the college 401 day students, including 185 registered students, 55 medical, and 161 occasional students, and 223 evening students, a total attendance of 624. The fees paid by the students amounted to £2,746 11s 6d. A very successful coal-mining department, endowed by the Drapers' Company, and under the charge of Mr. A. Lupton has been added to the college. The mechanical section under Professor Armstrong, and the chemical department under Professor Thorpe, though at present very ill-provided with class room accommodation, are very well attended. In fact, Professor Thorpe experiences great difficulty in finding places for his students, but in the new buildings, ample and most effective accommodation for the departments of chemistry and physics will be found.
XX. SHEFFIELD
The Commissioners visited Sheffield and took much valuable evidence from manufacturers and others interested in the various educational establishments of the town. The evidence, which contains a full description of Firth College and its work, by Professor Viriamu Jones, the late principal, will be found in the Appendix, Vol. III.
We were much impressed with the excellence of the system adopted by the School Board, for the management and instruction at their Central School. In this institution, as in the graded schools of some other towns, the best scholars from the surrounding board schools are gathered for more advanced teaching; all the pupils take the ordinary code subjects, together with some of the specific subjects; both boys and girls throughout the school are taught (German. All the girls learn needlework and practice cookery; those in the higher classes take chemistry. Drawing is thoroughly taught, and is made the foundation for practical mechanical work, carried on in shops fitted up for the purpose. This latter comprises the production of simple but perfect, solids and surfaces in iron and wood, such as the cube, the hexagonal prism, &c.; also the construction of models in wood, suitable for use in schools, as examples for model-drawing; and various kinds of wood joints, model doors, &c.; likewise the construction of simple apparatus to illustrate by actual experiment the principles of levers, pulleys, wheel and axle, the crane, strains on beams with different positions of load, and the mechanics of the roof, arch, and bridge. The Commissioners were much impressed with the excellence of the drawing, including that for the industrial work.
It is greatly to be desired that the Government would support this practical workshop instruction, without which the continuance of the scheme is scarcely possible. For a full account of the work of this school, see letter from Mr. Moss, the Clerk to the School Board, in Appendix, Vol. III.
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XXI. BRADFORD
The Bradford Technical College. By invitation of the president, Mr. Henry Mitchell, the Commissioners visited the Bradford Technical College on the occasion of the opening of the new buildings by their Royal Highnesses the Prince and Princess of Wales, and on other occasions.
The erection of the College was the result of a prevailing feeling in the minds of many of the commercial community of Bradford, that, in the competition for the world's industry, it was becoming more and more needful to develop to the fullest extent, the technical knowledge of the employers and operatives in the various industries, on which the prosperity of the district depends. It was therefore decided that an institution should be founded, in which instruction should be given in the principles underlying the various industries of the town and neighbourhood.
A powerful stimulus was given to the movement by the generous contribution to the building fund of £3,500, as well as an annual grant of £500, by the Worshipful Clothworkers' Company of London, whose master for the year 1880, Lieutenant Colonel Britten, laid the corner stone of the new building. The outlay upon the building and furniture already exceeds £36,000. The college is divided into departments for pure art, designing, weaving, chemistry and dyeing, mechanical engineering, and the sciences connected with the building and other mechanical trades.
In addition to the rooms for art, the chemical and dyeing laboratories, the weaving sheds, and mechanical workshops, there is a handsome lecture hall calculated to hold 600 persons, an extensive museum for textiles, raw materials, natural objects, &c., and a large and well furnished reading-room. In the several departments there are 838 students, of whom 184 are day, and 654 evening students.
The art department embraces courses of instruction both in pure art and in designing for textiles. This important department is under the charge of one of the most experienced art masters in the country, Mr. Walter Smith, who, for the last ten years, has held the post of art director of the State schools of Massachusetts in America, and of the Normal Art College at Boston.
In the textile department instruction is given in the manufacture of textile fabrics of every description; including the nature and properties of the raw material, and the application of design to woven fabrics. Mr. J . B. Ashenhurst, the instructor, has visited, and gained experience in, some of the important weaving schools in other countries. There are few weaving schools in any country so thoroughly equipped with all the best appliances of instruction, or so largely attended. Nearly 300 students attend these classes; the majority of those who come in
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the evening are over-lookers or aspiring workmen, while the day classes are attended by the sons of manufacturers.
The chemistry and dyeing departments are under the direction of Dr. Knecht, who was trained under Dr. Victor Meyer as an assistant in the chemical laboratory of the Polytechnic at Zurich. The students are grounded in the principles of chemistry, which they apply to the investigation of the properties and uses of the various dyeing materials, by analysis, and by practical experiments in dyeing.
In the engineering and machine-making department, the theory of the class-room is united with the practical experience of the bench, lathe, and forge. It is doubtful if there is any school workshop in this or any country so well fitted up with modern mechanical tools and appliances. Mr. Dales, the head of the mechanical drawing office, is familiar with the details of mechanical engineering, having devoted his life to the practice of the profession. Under a careful scheme of instruction and under practical workmen, the students become familiar with the various tools used in working in wood and metals.
In the general science department there are classes in practical, plane, and solid geometry, mathematics, physics, chemistry, steam, applied mechanics, and machine construction.
A special feature of the college is the day school, under the head-mastership of Mr. James Spencer, B.Sc, in which there are 130 pupils whose ages vary from 12 to 17. This department is intended to act as a feeder, preparing students for the technical classes.
The curriculum of the school embraces -
1. The general course, which includes English, mathematics, mechanics, chemistry, physics, drawing (freehand, model, geometrical), and machine construction.
2. Technical course; a pupil upon entering may select one subject from the following: Mechanical engineering, art, pattern-designing, weaving, dyeing.
3. Languages; French, German, and Latin.
The pupils who are studying technological subjects, receive one or two lessons a week from the various specialists, and spend besides, several hours a week in the weaving sheds, the workshops, the dye house, or art rooms, as the case maybe. The day students who attend the college for special subjects, such as weaving, dyeing, and engineering, receive instruction if they desire it, with the day pupils in mathematics, physics, French, German, &c.
An important feature in connection with the day school is the scholarship scheme, whereby, from a fund generously subscribed by manufacturers, merchants, and others, about 60 boys of the artisan class from the elementary schools of the town are admitted by competition, and receive two years instruction in the school, free of charge.
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The head-master expects, from an extensive past experience of pupils of this character, that not only will they pass the Government examinations of the Science and Art Department with credit before leaving the school, but that when they become apprentices they wUl return to the evening classes, and follow the instruction in the special sciences relating to their daily work, with far greater zest and profit than those who have not had the advantage of similar training.
XXII. KEIGHLEY
The Commissioners visited the town of Keighley, in the West Riding of Yorkshire, (population 30,000), for the purpose of inspecting its Elementary and Science and Art Schools, and they also examined some of its leading industries. The worsted manufacture, of which Bradford is the centre, gives employment to the bulk of the population of the town, but Keighley is likewise the seat of numerous mechanical and other industries, employing in the aggregate a large number of workpeople. It is perhaps, best known as the chief seat of the manufacture of long-wool spinning machinery.
In elementary education, Keighley has shown considerable activity. In consequence of the opinion that the accommodation was ample, and the instruction efficient, a School Board was not formed until the year 1875. At that time the number of children on the registers amounted to 3,749, with an average attendance of 2,007. In 1883 the number on the registers was 5,829, with an average attendance of 4,051, or more than double the attendance in 1875. The percentage of passes, under the new Code (1883), was 87.
The Commissioners visited one of the large Elementary Board Schools, with accommodation for 1,000 scholars. This school, like the others erected under the Board, follows the German plan; the so-called class-room system being adopted, in which each class is placed in a room by itself, under a single master; each class-room thus being in effect a separate school, under a duly qualified adult teacher. In the centre of the school is a large central hall in which all the children can be assembled at once. As tested by results, the above arrangement is a satisfactory one, for, while the cost of teaching per head is lower than in the average of the Board schools of the country, the percentage of passes is higher. The sexes are taught together, girls sitting on one side of the room and boys on the other. The most remarkable fact connected with these schools is the success of the half-timers. The Keighley district is essentially a factory district, there being 1,500 factory half-timers attending the schools. Although these children receive less than 14 hours of instruction per week, and are required to attend the factory for 28 hours in addition, their percentage of passes at the examinations is higher than the
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average of passes of children receiving double the amount of schooling throughout the country.
The Mechanics' Institute and Schools of Science and Art in Keighley represent the modern development of a Society established in the town in 1825. Its formation was actively promoted by a number of working men, anxious to carry into effect the scheme of Dr. Birkbeck and Lord Brougham. After a few years' occupation of temporary premises, a Mechanics' Institute was erected by public subscription, and for 35 years, by the aid of its lectures, classes, and library, was the chief instrument in promoting the literary and scientific culture of all classes in the town. It is interesting to record that many of the leading employers of the past and present generations have gratefully testified to the fact that to the facilities here afforded they owed almost their entire education.
The present building, now inadequate for its requirements, was opened in 1870, and, including furnishing and subsequent additions, cost nearly £20,000. A grant of £820 was obtained from the Science and Art Department, on the Science and Art rooms, but, with this exception, the whole outlay was met by the voluntary subscriptions of all classes of inhabitants in the town. In order to obtain experience as to the best methods of imparting a practical education for an industrial community, several members of the Council visited the leading schools of Germany, Switzerland, and Paris, and the information received was utilised in organising the departments of the Institution for day and evening instruction.
The Institution contains (1) a series of class rooms for elementary and science teaching; connected with these a chemical laboratory, room for apparatus and models, lecture theatre, work room and class rooms; (2) a school of art, with rooms for elementary drawing, mechanical and architectural drawing, modelling and designing, a room specially arranged for drawing from models, casts, and from the life, and a picture gallery for the periodical exhibition of the -works of the students and the loan collections from South Kensington and other sources; (3) a department, common also to the students of the above, for the pursuit of general information and for the recreation and amusement of members; comprising lecture hall to accommodate 1,200, library (now containing 7,000 volumes), reference library for the benefit of the students; newsroom for daily newspapers and telegrams; reading room for periodicals and magazines; penny bank; conversation and smoking rooms. A large gymnasium was afterwards provided.
In the day school (called the Trade and Grammar School), whilst the teaching is so efficient that the leading manufacturers of the district send their sons, the fee for artisans is so low that a considerable number of that class have been attracted to the school, and constitute fully two-thirds of the total students. Thus the sons of employers sit side by side at their studies
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with the sons of their workmen, and this result is considered to be mutually satisfactory.
By the aid of a number of exhibitions from an old grammar school endowment (the Drake and Tonson Exhibitions), the cleverest boys in the elementary schools of the town are yearly admitted by competition into the Trade School; maintenance grants from another endowment (the Bocock Fund) being made to the poorest.
With regard to the thousands of boys in the town who pass through the elementary schools, and cannot win exhibitions or enter the school as ordinary students, the Council have provided means whereby they can go through the Trade School curriculum in evening classes. At a nominal fee (one penny per night) students, male and female, may there supplement the instruction of the elementary day school, under certificated teachers.
There are also scholarships admitting students from the elementary classes to the science and art classes.
There are likewise evening classes in French, German, Latin, shorthand, singing, &c., and in addition, lectures on scientific and literary subjects provided by the Council. It may be worth mentioning that Keighley was one of the first towns to take advantage of the scheme of University Extension instituted by the Syndicate of Cambridge, and classes were conducted and lectures given for three sessions.
In addition to the above-mentioned local scholarships and exhibitions, by means of science "studentships", artisan students, by competition with schools and classes in the United Kingdom, are admitted to the Normal School of Science, South Kensington, with their tuition fees paid, and ample allowance made for their maintenance, while in London, by the Department, and travelling expenses to and from their homes. (Since 1872 nearly 50 of such exhibitions have been gained, and two students from Keighley (one having obtained the Doctor of Science degree, and having been raised to the dignity of Professor) have been retained on the teaching staff of the Normal School.)
By means of the "Devonshire" and "Holden" exhibitions, presented respectively by His Grace the Duke of Devonshire and Mr. Isaac Holden, M.P., value £50 each (£25 in each case being supplied by the Department), two students are annually admitted to such of the following colleges as they may select, viz., the Yorkshire College, Leeds, the Royal School of Mines, London, the Royal College of Chemistry, London, the Royal College of Science, Dublin.
The deserving poor boy is admitted from the elementary school to the Trade School for two years' tuition, free of cost; he may be retained in the Trade School for two years after his exhibition expires, and has the opportunity of winning further exhibitions to South Kensington, where he receives the highest scientific instruction under the most distinguished professors at the Normal School of Science. These advantages are open to students
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in evening classes, and in a great number of instances have been fully enjoyed by them.
A weaving department has been in operation for four years, and has been generously supported by the Worshipful Clothworkers' Company of London. There are hand and power looms for experimental work, and other necessary apparatus for weaving. The operations of this department are somewhat cramped for want of space and motive power, but nevertheless a large class of young men, all connected with the textile industries, are receiving systematic instruction in designing and weaving - in designing a pattern on paper, and working it out in the loom - it being impossible for them to obtain such instruction in the ordinary factories of the district. Already latent faculties of artistic power have been aroused, and designs have been executed, not only ingenious and original, but of commercial value.
Plans are in course of preparation for extending the building by the addition of a wing for technical workshops, power-looms, &c., and a chemical laboratory and museum. The extension is estimated to cost £5,000, towards which the Clothworkers' Company have generously promised a subscription of £1,000.
With regard to the number of students attending the schools, the last report (1883) states that in the day and evening classes there were nearly 1,100, the great majority of whom were artisans from the machine shops and factories.
The strictly educational department of the Institute is separated from the more social or club department, and a separate registration of membership is required for each. Only a small proportion of the ordinary members of the Institute are also students of the classes, yet of the latter class the last Report shows that at present there are over 1,000 persons maintaining their membership of the Institute. These returns show that over 2,000 of the 30,000 inhabitants of the district are directly connected with the Institute.
XXIII. SALTAIRE
The Commissioners visited Saltaire on the invitation of Mr. Titus Salt, and were conducted by him and Mr. Stead over the various departments of the works. Although it is 30 years since these factories were built, and the town and its several institutions were founded and planned by the late Sir Titus Salt, yet, whether considered in relation to the arrangements of the factories, or the extensive provision for the education, health, and recreation of its people, the town of Saltaire is probably the most remarkable and most complete industrial colony that has been founded in any country.
We refrain, as in the case of all other English visits, from describing the factory, much as we are tempted to do so.
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The town consists of 850 houses and cottages, with a separate yard to each, let at rentals varying from 2s 6d to 12s per week. There are about 40 shops, and large co-operative stores for supplying the population with food, clothing, and other requirements. There is no public-house in the town.
In a convenient and central situation are the baths and wash- houses with two plunge baths, 24 slipper baths, and Turkish and douche baths. The washing department is furnished with steam tubs, with a plentiful supply of hot and cold water, drying closets, and all other requisites.
For supplying the educational wants of the neighbourhood, there are two elementary schools, attended by 850 children each. The provision for secondary education was made at the sole expense of Sir Titus Salt, in the form of "High Schools" for boys and girls. The schools for girls were erected in 1867, at a cost of £8,000, and were first used as factory schools; the department for boys is conducted in the rooms of the Saltaire Institute. These High Schools were incorporated by the Charity Commissioners in 1877, under the title of "the Governors of the Salt Schools, Shipley, 'Registered'". The numbers, at present attending, are 68 boys and 160 girls.
The Saltaire Club and Institute was erected by Sir Titus Salt in 1871, at a cost of 30,000!. In addition to a handsome lecture-hall, with accommodation for 1,600 persons, there is an extensive library, a spacious reading room, chemical laboratory, a number of class-rooms for science, a well equipped school of art, a gymnasium, and a large billiard room.
In the winter, courses of lectures, concerts, "social evenings", and conversazione are provided for the instruction and amusement of the public. The institute numbers 800 members.
There is a well kept park of 14 acres, beautifully situated on the banks of the river Aire, and skirting the woods of Shipley Glen, one of the most picturesque and favourite resorts in the district.
A public dining hall has been erected in connection with the works, in which 1,000 dinners can be served in a few minutes. The meals range in price from two-pence upwards.
A group of alms houses, and Sir Titus Salt's Hospital, have been erected for the aged and infirm, and for the sufferers from accidents. The hospital contains three wards (nine beds) and an out-patients' department. The almshouses for the aged poor have been endowed with £30,000.
Of places of worship, there are the Saltaire Congregational Church, erected by Sir Titus Salt at a cost of £15,000. In a mausoleum attached to this church, the honoured founder of this church is buried. The Sunday school connected with this church cost £10,000, and has accommodation for 800 children in 24 class-rooms and a large hall. There is a Wesleyan chapel erected at a cost of £5,400, and a Sunday school attached, with accommodation for 800 children in 20 class-rooms and a large hall.
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Among the numerous associations are two or three benefit societies, a funeral brief, women's sick relief society, cricket club, angling association, brass band, string and reed band, choral society, fire brigade, &c.
Under the guidance of Mr. Titus Salt, we visited the elementary schools which are under the Shipley School Board, of which he is chairman. The Albert Road School is built on the separate class- room system, with an assembly-room in the centre. The infant department is in the same form, and all the details of arrangement and furnishing have been carried out with the greatest care and forethought by Mr. Salt, who has made the question of school buildings and furniture a special study, both in this country and in America. The exceptional feature of these schools is that the classes are mixed, and all taught by females. The numerous half-timers are taught in classes apart from the other children, and were stated to be about two standards behind the children of the same age who had passed all their time at school. The rough factory boys attend the school, and yet the discipline is excellent, while the educational results are satisfactory both as to half-and full-timers. The infant schools are taught on the Kindergarten system, by thoroughly efficient and enthusiastic teachers. Some of the modelling in clay by the infants was excellent, and the plaiting of coloured strips of paper, and the making of designs on ruled paper with coloured worsted, showed evidences of more than ordinary ingenuity.
XXIV. NOTTINGHAM
The Commissioners were met by the Mayor, Mr. Lindley, and the chairman of the School Board, Mr. Alderman Gripper, who accompanied them to the People's College. This school was erected in 1846, by voluntary contributions, for the education of the working classes. It has now been taken over by the School Board and extensively remodelled for its present purpose, to serve as a higher grade board school. The buildings are in two separate divisions and are intended to accommodate 480 boys and 300 girls. The fees are 9d per week, but children leaving other board schools after having attained the fifth standard, are admitted for 6d per week. The cost of the school has been about £10 per child for the 780 children. The class rooms are large and well arranged, consisting of one long room on each floor, divided into separate spaces, each accommodating 60 children, by glazed sliding screens. The whole school is heated by hot water. The woodwork is of polished pine and the walls are coloured French grey; the rooms being surrounded by a buff-coloured enamelled tile dado.
One of the class rooms is about to be converted into a chemical laboratory which will contain 38 working places, two smaller rooms
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being screened off at one end for a balance room and operation room. The cost of fitting up this laboratory, exclusive of apparatus and re-agents, is estimated at £310. By means of the sliding screen the adjoining class room can be used for demonstrations before a large class.
The head-master of the school, Mr. Edward Francis, informed the Commissioners that at the present time the fourth standard is the strongest section. They eventually intend to make five classes, equivalent to the fourth, fifth, sixth, seventh, under the new code, and a so-called eighth standard, the last-named, however, not being recognised by the code. The boys in this school would come at 10 or 11 years of age and remain till 15 or 16.
A feature in this school is the large amount of time devoted to drawing, the whole of Friday afternoon being allotted to this subject.
The playground is small, and there is no provision for gymnastics, which are not appreciated in the town.
The Commissioners next visited the Huntingdon Street Board School, which has 480 children, under Mr. Edward W. Hemming, the head-master, six assistant masters, and two ex-pupil teachers. The pupil teachers in the Nottingham schools are not counted as teachers until the third or fourth year.
The class-rooms are about 22 feet wide, lighted from the front and back, and divided off into long rooms by means of glazed partitions, portions of which are hinged as doors, and capable of being opened at an angle so as to give uninterrupted communication from one room into another to the master. The partitions cost about £40 each.
Some of the Commissioners visited a mixed half-time school.
The Commissioners were informed that the passes in Nottingham for half-timers are about 82 per cent, as against 87 per cent in whole-time schools. The average attendance in this, which is a full-time school, would be 86 per cent of those on the register, with 96 per cent of passes.
The class under instruction by the head-master, which contained two standards mixed, consisted of 80 boys.
Nottingham University College. The college buildings were erected at a cost of £70,000, of which £10,000 were offered by an anonymous donor on the condition that the buildings to be provided by the Corporation of Nottingham should include a lecture room, capable of seating 400 persons. The Town Council accepted this offer, and it was resolved to erect at once a group of buildings that should provide for the University Extension, scientific, and other higher teaching of the town, and at the same
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time furnish accommodation for the Free Library and the Natural History Museum. The £60,000 granted by the Corporation was taken from funds they possessed, to be devoted to the general welfare of the town The college was opened on the 30th June 1881, by H.R.H. the late Duke of Albany. For its maintenance, the Corporation grants £4,000 annually, derived from various sources, whilst the college has a revenue of £3,000 a year from charitable bequests, these sums being supplemented by the students' fees. There are numerous rooms for the various classes, an excellent lecture theatre for physics, and another for chemistry, a physical laboratory and workshops, a large chemical laboratory with 60 working places, and a public lecture theatre, in which popular lectures are given each week, the admission to which is one penny per person. The building is a very handsome structure, admirably adapted in every way for its intended uses.
There are four professors; viz., of mathematics and physics, chemistry, natural history, and literature, and they are aided by science teachers and University Extension lecturers.
The constitution of the college is as follows: It is governed by a committee elected annually by the Town Council, twelve from amongst their own body, and seven members not councillors. In consequence of the somewhat unwieldy nature of this committee, it is in contemplation to elect standing sub-committees to arrange the general business, and to report to the governing body, who would then meet only at rarer intervals. The four professors constitute a species of informal senate, or studies sub-committee, to arrange academical work, and report to the general committee.
Professor Garnett stated that at the time he came to Nottingham, the college was already at work, the first year having been devoted to subjects of general literature, and the audiences attracted could not be considered bonâ-fide students. His effort had been to differentiate more clearly the teaching for artisans and the regular university day students' work. The latter were going in for the Intermediate B.A. degree or the Arts degree of the London University. In order to attract students, he had been willing to start classes even for a single individual. Thus at first he had one or two working for the 1st B.Sc, one for the Cambridge B.A., &c. His day classes, which represent his higher teaching, were as follows: Electricity, with about 7 students; mechanics, with 10 students; elementary mathematics, with 30 students; intermediate arts (London University), 3 students; intermediate science, 1 student. There were also day classes in literature and history, natural science, and chemistry. Among his evening classes was that of elementary mathematics, with 10 students, theoretical mechanics, with 4 students, electricity, with 40 students, and an advanced lecture class of 15 students. In addition to the classes directly connected with the college, were those connected with the Science and Art Department, which were taught by masters certificated
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by South Kensington, which classes were also under his general supervision. Some of these classes were in the same subjects as the college classes, such as magnetism, electricity, &c. Asked if he could point out the difference between the teaching of these subjects in these parallel classes, he stated that there was a great difference in degree between the manner in which a Cambridge man would teach and the instruction given by an ordinary science master. On being pressed to state more clearly what this difference was, he said that generally in the South Kensington text books, if the teacher came to a difficulty, it was shirked or escaped. If a Cambridge lecturer came to a difficulty, it would be at once pointed out and either solved or an attempt made to solve it. It would not be set aside. The conversation turning to the University Extension lectures, he said that these lectures are undoubtedly supplying an acknowledged want. He might mention as an example that he had lately before him the work of 150 candidates in electricity and magnetism, from a group of towns in the north of England, who had been wonderfully well taught by a college man; the plan of teaching was by lectures alternating with meetings for the answering of questions given out at the lectures and prepared in the interval; this system worked well. He considered the South Kensington classes were not nearly so well taught as those under the Extension scheme. Twenty-two papers received from Middlesborough, chiefly by working-men, were excellent. He admitted that the absence of practical teaching was a defect in the University Extension classes, and that electricity could scarcely be taught thoroughly without such practical work, but pointed out that this defect was shared by the South Kensington science classes.
Nottingham School of Art. A visit was also paid to the Nottingham School of Art, situated in a fine building in the centre of the town, and erected by public subscription. The Commissioners were received by Mr. T. J. Birkin, the chairman, and several members of the committee, who, together with Mr. T. J. Dalgliesh, the head-master, accompanied them over the school. The income of the school from the fees in the morning and evening classes amounts to about £625 a year, the total number of students on the books being about 650. An interesting feature is the recent erection, at a cost of £1,000, of a large conservatory, or plant-form studio, covering an area of 2,520 square feet. The art work of the school has had an important bearing on the trade of Nottingham, and the designers trained in the school have been largely employed in the leading manufacture of Nottingham, that of lace. Considerable success has always been obtained in the national art competitions, by the students of the Nottingham School. The Commissioners were present at a lecture on geometry, which was well attended, and they also visited the designing class, life class, &c.
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The Commissioners visited the Art Museum, situated in Nottingham Castle, where they were received by Sir J. Oldknow, the chairman, and Mr. G. Wallis, the curator. The ruins of Nottingham Castle were restored, and adapted for the purpose of this museum, at a cost to the Corporation of nearly £30,000, and the collections were opened by their Royal Highnesses the Prince and Princess of Wales in July 1878. The galleries are admirably fitted for their purpose, and contain very fine collections of pictures and other objects of art, most of them on loan from their owners in the neighbourhood; a large number of objects contributed by the South Kensington Museum; and a general collection of specimens of decorative art. The museum is open to the public on five days in the week on a payment of 1d. on Mondays and Saturdays and 6d on other days, whilst one day per week is reserved for students. The total admissions during the last financial year were 223,000 persons, over 121,000 being admitted by single payments, and 101,000 by season ticket, the receipts for the 12 months amounting to £1,720. Annual exhibitions of pictures, by local artists, are held in this museum. Prizes are offered for freehand and mechanical drawing. The collections of lace, which are now being made by the curator, will, it is anticipated, be of great value to the designers for local manufactures.
Visits to Lace and other Manufactories. Visits were paid to various manufactories of lace, of tools, and of lace-making machinery, and to extensive hosiery works. The staple trade of the town was well seen by an inspection, kindly afforded to the Commissioners, of one of the great warehouses. Here not only are the laces and curtains passed through the last stage of their preparation before going to the wholesale houses in London, but a staff of designers is employed in producing original designs for curtains and lace. The proprietor explained to the Commissioners the way in which these designs are prepared, and stated that, in his opinion, very many less lace designs are now being purchased from abroad than was formerly the case.
XXV. BRISTOL
Bristol Trade and Mining School. The Commissioners visited the Trade School, now known under the name of the Merchant Venturers' School. The establishment of this school was mainly due to the efforts of Canon Mosely, who reorganised a British school, which had been closed for some years, as a school for teaching applied science. It has lately been placed under the Merchant Company of Bristol, who administer the Colston Trust Fund. A new school building, to accommodate 500 pupils, is being erected by the Company, and this, when completed, will absorb the present trade and mining schools, under the title above. The present building is antiquated, overcrowded, and ill adapted to its purpose.
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The school is practically in four divisions. (A) An elementary division called the primary department for boys not under nine years of age; this is merely an ordinary elementary school, in which, however, the rudiments of French are taught. (B) A secondary department which receives lads up to 18 years of age. After the third year the instruction bifurcates into, (C1) a division for the study of mathematics and the applied sciences, intended to prepare boys for a career connected with manufactures and the constructive arts, and, (C2) a department for studies suitable for those to be engaged in commercial life.
There is further a higher grade mining school (D) for the study of mining and engineering, with a two years' course.
The energetic master, Mr. Comber, has been most successful in teaching science subjects under the Science and Art Department. All the boys learn drawing, and both in this subject and in science the school earns a high grant. In the lower classes of the secondary school there is no practical laboratory work, and in the mining school, which has about 17 students, chemistry and field-work are the only subjects in which practical work is done. The entire school has 280 pupils. In connection with it are night classes for drawing and various science subjects, and also for Latin and French.
The fees in the day school are £1 6s 8d per term (three terms in the year, with an entrance fee of 7s 6d). In the mining school the fees are £5 5s per term, with an entrance fee of 12s 6d. For the night classes the fees are for French and Latin 10s 6d the session, and for science subjects 7s 6d for one, 10s 6d for two, and 7s 6d for each additional subject.
The school possesses a fairly well equipped laboratory, in which special students are admitted to work for £21 per annum, and night students pay a fee of £1 1s per session for laboratory practice.
University College, Bristol. The college is situated in the upper part of the town, in new buildings, which are only partially completed. It was opened in 1876. The total annual expenditure is about £4,400. The fees of the students produce £2,150, subscriptions, local, £1,400, Clothworkers' Company, London, £300, Balliol College, Oxford, £250, and miscellaneous receipts £100, leaving about £200 unprovided for. We were received by Professor Ramsay, the principal, who directs the chemical department, and were conducted by him over the various class-rooms. The chemical laboratory is large and well-fitted, and contains 24 working places, but there is room for additional tables. In order to provide for the present number of students, the places have to be duplicated. There is a small balance room and a professor's private laboratory. Upstairs is a convenient lecture theatre and preparation room, a store-room for chemical apparatus, a class-room for physiology, and a small physiological laboratory. In the engineering drawing room, which is very
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small, about 16 students can work at a time. The lecturer on mechanics showed us his workshop, in which only two or three students can attend at one time. There are a lathe, and a couple of vices; some brass turning and tool handles were shown to us, the work of the students. In the lecture room a class of five students were taking notes of a problem in geometry which was being explained by Mr. H. H. Shaw. Professor Sylvanus Thompson, who undertakes the physical work, has two laboratories, one of which is mainly used for electrical work, and the other for experiments in light and heat. The sum of £300 has just been subscribed for apparatus urgently needed to equip this department, and some excellent instruments from the Cambridge Scientific Company were shown to us. There are in all about 180 day students, among whom are many ladies. The larger proportion of the students are attending the classes in literature and modern languages. About 70 students are going through a complete and systematic course suitable for students of applied science. There is a medical school attached to the college.
XXVI. BEDFORD
At the invitation of Mr. James Howard, M.P., the Commissioners visited Bedford, in order to inspect the Grammar School, the Modern School, and the elementary schools. All these schools are endowed from an ancient foundation, the Harpur Trust, which has a revenue of about £15,000 a year, arising from large estates in London.
The first visit was to the Grammar School, which may be regarded as the classical side of the institution. The two schools are distinct, and are carried on in separate and non-adjacent buildings. In the Grammar School the commencement of practical work is made in the shape of small shops for carvers and fitters, but they do little more than furnish recreation for the boys during a portion of their play time. In the Modern School practical instruction is given both in chemistry and in physics, and it is in contemplation to erect workshops for instruction in the use of tools.
A large and handsome school has also been recently built under this charity as a Girls' High School.
The Grammar School is under the head-mastership of Mr. J. Surtees Phillpotts, M.A., B.C.L., with a staff of 22 assistants. The head-master of the Modern School is the Rev. Robert B. Poole, B.D., and he is assisted by a staff of 25 masters and instructors.
The fees in the Grammar School are £3 or £4 per term (according as the scholar is under or above 13), and in the Modern School £1 6s 8d, £2, or £3, as the scholar is under or above 16, or
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above 17. There are three terms in the year. There is an entrance fee of £2 in the Grammar School, and £1 in the Modern School. The scheme of the charity was settled under date of the 4th August 1873, and a printed copy of the scheme was handed to the Commissioners. It provides for the carrying on of the trust by means of governors, for the management of the schools for boys, girls, and infants, and of the large charities to which a considerable portion of the money is devoted.
The Bedford Schools are so excellent and the fees are so low that many people with small means are being attracted to the town in order to obtain, as residents, the education for their children supplied by this charity, which embraces free elementary as well as the above-mentioned higher schools.
The net revenue of the Harpur Trust Funds for the year 1881 consisted of £14,754. Out of this amount 4/11ths were devoted to the Grammar School (= £4,599): 4/11ths to the Modern School (= £4,599); 2/11ths to the Elementary School (= £2,300); and 1/11th for eleemosynary [charitable] purposes (= £1,150), being a total of £12,648, and the balance being absorbed in the general and office expenses.
XXVII. KENDAL
The town of Kendal, (population 13,696 in 1881), as being representative of one of the more ancient seats of industry, was visited by the Commissioners on the invitation of some of the leading inhabitants. It is one of the cradles of the English woollen industry, and was developed as far back as the year 1337, by Flemings, who brought with them from the Low Countries the skill in weaving and the knowledge of dyeing for which at that time they were famous. In those days England was a pastoral country, and exported large quantities of wool to Flanders, France, and Germany, where the wool was made into cloth, of which a fair proportion was exported back to England. The historian of the time recorded that "the ribs of people throughout the world are kept warm by the fleeces of English wool". On one occasion when the export of wool from England was prohibited, the effect upon the manufacturing population of the Low Countries was disastrous, and reduced many to despair and destitution; and when England thus lost some of its markets for wool, the distressed Flemish artisans were invited to settle here, and as above stated, several found their way to Kendal. For many generations, Kendal, under the influence of the Flemings, became famous for the manufacture of woollens, and of "Kendal Green" buckram. In more modern days, Kendal, like many other historic towns, has had to bow
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before the greater enterprise and spirit of younger towns, in other parts of the country.
The Commissioners visited some important woollen and carpet manufactories and works for making "cards", "reeds", and "healds" for the woollen industry.
At one of the works which we visited, the designer was from Scotland; at another, a designer from Kidderminster had taken the place of one educated at South Kensington. The heads of two of the firms had studied chemistry, but among the workmen there is no chemical knowledge. By long experience, excellence has been attained in dyeing, and in the case of one family, three generations, grandfather, father, and son, have been famous for proficiency in a certain colour.
The schools of Kendal are numerous, and education is well administered. In addition to thirteen elementary denominational schools and secondary girls' schools, there is a grammar school founded in 1525, attended by from 40 to 50 boys; a Blue Coat (charity) school, 45 boys; a commercial school, 50 to 60 boys; and a Friend's school, 50 to 60 boys.
The schools of science and art, united in one building, were visited by the Commissioners. In art there are 50 students, of whom 14 are females. The science classes are attended by a total of 130 pupils.
The Kendal Literary and Scientific Institution is a society of 172 members, having its head quarters at the Museum, and through an educational committee, promoting the education of the town, and providing lectures of a popular and scientific character. Last year there were seven such lectures given, in addition to a course of Cambridge University lectures on physical geography, attended by about 140 persons.
The Mechanics' Institute has 130 members, a reading room, and a library of 7,500 volumes. Musical entertainments are given in the winter months, and classes are held in singing and French.
The Christian and Literary Institute has a reading room and library, and organises a few lectures in the winter, and a railway excursion in the summer. The classes connected with the Young Men's Christian Association are attended by about 60 artisans in the winter evenings. A Working Men's Institute has also a library and reading room well supplied with newspapers and periodicals.
We were informed that at present 10 students holding scholarships from Kendal schools are attending the Universities, and some of the students from the science and art schools are holding high industrial positions in large towns.
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XXVIII. GLASGOW
Glasgow School Board. The Commissioners visited the offices of the School Board in Bath Street, and discussed with some of the leading members, the work bearing on the subject of their inquiry carried on under the School Board. One of the differences between the English and Scotch Education Acts is, that in the case of Scotland the jurisdiction of the Board extends to certain secondary and higher grade schools. In Glasgow the High School, which answers to an English Grammar School, is conducted under the Board, though it is not in any way supported by the rates. Mr. Kennedy, the clerk of the Board, kindly furnished us with the following particulars:
No. of day schools under the Board | 49 |
Total accommodation of schools opened | 38,173 |
Average number of scholars on roll | 41,362 |
Average number of scholars in attendance | 33,587 |
Total number of teachers - Masters, 197; mistresses, 196; ex-pupil teachers, 37; pupil teachers, 238; monitors, 31. Total, 699.
In 24 evening schools there were 7,850 scholars, taught by 121 masters and 42 mistresses.
The average passes in all the Glasgow schools in 1881-2 were, reading 95 per cent, writing 94.6, arithmetic 91.6, or a gross average of 93.7, which is 5 per cent higher than the average of Scotch passes. In specific subjects 10,094 were presented and 7,984 passed. The grants from the Scotch Education Department were 18s 3d per scholar. Drawing is taught in 41 day schools, and 10,852 children were presented for examination in 1882. The industrial teaching is confined to cookery and needlework for the girls; courses on cookery were given in 12 of the day schools
The School Board rate is 4½d; a penny rate produces about £10,000.
The evening classes under the Board are mainly literary. They are classified as
Of the total of 7,860 evening scholars, 4,599 were in ordinary branches, 2,979 in special and advanced classes, and 272 in science classes. The students were
Boys | 4,816 |
Men | 1,215 |
Girls | 1,819 |
| 7,850 |
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The subjects of the advanced classes were as follow:
| Number of students |
French | 430 |
Mathematics | 441 |
Latin | 100 |
Greek | 28 |
Drawing | 486 |
English grammar and composition | 233 |
Writing and book-keeping | 331 |
Elocution | 54 |
Shorthand | 235 |
German | 103 |
Music | 88 |
Cookery | 450 |
| 2,979 |
Of the advanced students, 861 youths attended the evening classes at the High School, 751 at the City School, and 267 young women were instructed at Woodside School.
In Science and Art classes in evening schools there were, in art subjects, 486 students in 8 classes; mathematics, 441 in 10 classes. Science classes were conducted in seven subjects, magnetism and electricity, acoustics, physiology, chemistry, machine construction and drawing, building construction, and geometry, with a total of 272 students.
Drawing classes for pupil teachers, conducted by the Board, were attended by 85 boys and 244 girls.
We visited the Garnethill School, one of the best under the Board, with 1,000 children in attendance. The fees are 4d, 5d, and 7½d per week in the elementary division and 1s 0½d in the secondary school. The classes are mixed - boys on one side and girls on the other. Many people of the lower middle classes send their children to the Board Schools. In the highest class about 25 per cent of the children were over 15, and nearly as many between 14 and 15 years of age. There were 134 in the sixth standard, and 230 children above the sixth standard. The cost of this school was stated to have been £12 per head, without the land.
The John Street Public School was also visited by the Commissioners. It is held in a very handsome building, with large playground, partly covered. The cost was £10 per head, without the land. The accommodation, based on 8 square feet for infants and 10 square feet each for the elder children, is for 1,150. There was a very well conducted infant school with 320 children. The hours of attendance and fees are as follows:
| | Fees per quarter |
Infants | 9.30 to 12.0 and 1 to 3 | 4s |
Junior department | 9.30 to 12.15 and 1 to 4 | 5s & 6s |
Intermediate department | 9.30 to 12.15 and 1 to 4 | 6s & 7s |
Senior department | 9.30 to 12.15 and 1 to 4 | 8s & 9s |
Advanced class | 9.30 to 12.0 and 1 to 4 | 10s |
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As an example of a Higher Class Public School under a School Board, we inspected the Glasgow High School, one of the 11 schools of this type originally constituted under the Education Act of 1872. The school is divided into a junior and senior section; the former adapted for boys under 10 or 11 years of age, and preparatory for the senior section. During the earlier stages the instruction in the senior section is uniform, but as it advances the pupils branch off into the classical, or the modern side. Dr. Paton, the rector, accompanied us over the school, and we saw the teaching in progress in science and art, the subjects more particularly of interest to us. The study of Natural Science forms a part of the course from the first to the third Form of the senior division, and thence throughout the whole of the modern side of the school. Out of a total number enrolled of 762, with an average attendance of 710, 323 boys learn drawing and 223 science.
Mr. Muir, the science master, furnished us with the following particulars respecting the science subjects taught and the numbers under instruction:
1st form | Physical geography | 1 hour per week | 94 pupils in 2 classes |
2nd form | Chemistry | 2 hours per week | 78 pupils in 2 classes |
3rd form | Physics | 2 hours per week | 28 pupils in 2 classes |
4th* form | Theoretical mechanics | 2 hours per week | 44 pupils in 2 classes |
By this arrangement of the teachings all the boys passing through the school obtain instruction in the above subjects in the order described. In the 3rd form, however, it is only those boys who take French instead of Greek who are able to attend the science class, and even this depends on their proficiency in arithmetic.
Per quarter:
The fees payable in the junior section vary from 15s to 30s.
The fees payable in the senior lower form vary from 45s to 55s.
The fees payable in the senior upper form vary from £3 to £3 10s.
The Glasgow School of Art and Haldane Academy. This school was established as a Government School of Design in 1842, and is in connection with the Science and Art Department. During the past year it was attended by 869 students, of whom over 600 were of the industrial classes. These latter students pay fees of from 8s to 9s per quarter. The programme is in strict accordance with the South Kensington system, and includes, besides the Art School, science classes in five subjects. During the year 1881-2 the amount received in fees was £1,375 9s 3d, and the grants earned from the Department were £575 16s 9d. The school authorities complained greatly of the action of the School Board, who had established art night classes at low fees, taught by masters having only second grade
*The 4th form on the Modern Side.
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certificates, and who were alienating many of the students from the School of Art. A proposal is under discussion for the erection of a Central School of Art, on land in the vicinity, at a cost of £30,000. Under the guidance of Sir. Simmonds, the head-master, the Commissioners inspected the school and examined the works of the students.
Science and Art Classes. The following list shows the attendance at the various science and art classes in the Glasgow district, as also the subjects taught. Some of these classes are conducted under the School Board, and others in connection with the School of Art:
Science and Art Classes 1882
Number of classes: 35
Number of individual students under instruction:
Science | 2,661 |
Art | 1,312 |
| 3,973 |
Number enrolled for examination:
Science | 3,362 |
Art | 1,402 |
| 4,764 |
Number examined:
Science | 2,693 |
Art | 1,157 |
| 3,850 |
The following are the numbers enrolled for examination in each subject:
Art:
2nd grade | 1,360 |
Advanced art | 12 |
Art Class Teachers | 30 |
Science:
Practical, Plane, and Solid Geometry | 294 |
Machine Construction and Drawing | 362 |
Building Construction | 113 |
Naval Architecture | 30 |
Mathematics | 462 |
Theoretical Mechanics | 222 |
Applied Mechanics | 164 |
Sound, Light, and Heat | 142 |
Magnetism and Electricity | 442 |
Inorganic Chemistry (theoretical) | 343 |
Inorganic Chemistry (practical) | 233 |
Organic Chemistry (theoretical) | 41 |
Organic Chemistry (practical) | 16 |
Biology | 4 |
Principles of Mining | 8 |
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Metallurgy (theoretical) | 1 |
Navigation | 2 |
Nautical Astronomy | 1 |
Steam | 167 |
Physiography | 22 |
Principles of Agriculture | 17 |
Geology | 69 |
Mineralogy | 1 |
Animal Physiology | 148 |
Elementary Botany | 58 |
| 4,764 |
The Allan Glen's Institution. The Commissioners also visited the Allan Glen's Institution, which was established in 1853 for gratuitous elementary education; but, in 1876, the trustees obtained a special Act for providing, in addition, a school in which, at a moderate fee, the benefits of a good secondary and technical education shall be placed within the reach of middle class boys intended for industrial, manufacturing, and mercantile pursuits. In this school little or no Latin is taught, and, in addition to ordinary literary instruction, lessons are given in theoretical and practical science.
An especial feature of the school is workshop instruction in the use of tools. The school is divided into three departments: 1st, the elementary, consisting of three classes; 2nd, a secondary, also consisting of three classes, giving both literary and science training; and 3rd, a technical department, in which the science subjects in the advanced stage are taken together with practical exercises in the use of tools. A period of two years is devoted to this workshop instruction, and, according to the head-master, Mr. Dixon, with very satisfactory results. He stated that the manual instruction is equivalent to that which the boys would receive in the first two years of their apprenticeship to an engineer; with the advantage that they also obtain a knowledge of theoretical principles.
The fees vary according to the department. In the elementary section about 10s a quarter, in the secondary about 20s; in the technical department £4 4s per half year. The endowment is valued at £23,000, and there are 100 exhibitions of from £5 to £10 each. The total number of boys was 371, of whom 42 passed through the technical course, including laboratory and workshops. The time spent in the workshops varies from four to five hours per week. We noticed that the arrangements for teaching practical chemistry were excellent. The grant earned from the Science and Art Department in 1881-2 was £640 12s, and the amount received in fees was £658, the whole of which is divided amongst the teachers.
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This, the Commissioners were informed, is the only day school in which science teaching was on an altogether satisfactory footing in Scotland; and we consider that it is one of the very best examples of a secondary technical school (except as to the buildings, which are poor) that we have met with in the course of our investigations.
The Glasgow College of Science and Art. This institution is one of the most important of the kind in the country for the evening instruction of artisans, foremen, and others in science and applied art. It was founded in 1823, as one of the results of the movement then inaugurated by Dr. Birkbeck and Lord Brougham. Up to the year 1880 the original constitution, which was practically that of a Mechanics' Institute, remained in force. At that time a new governing body was formed, and the institution was placed on its present improved basis. The building is well adapted to its purpose, and contains numerous class-rooms, two chemical laboratories, a physical laboratory, and lecture-room, and a number of rooms for technical workshops, practical instruction in dyeing, &c.; also a large lending library. Diplomas in engineering, science, and chemistry, are given to those who pass through a regular course, and a similar diploma for naval architecture is about to be granted. The total number of day and evening students was 758.* A prominent feature in this technical college is that all the lecturers in applied science and technical subjects have served their apprenticeship to, and been for a considerable time practically engaged in the trade or profession with which the subject is most closely connected:
At present there is no fixed endowment; the income is made up of a grant from Hutcheson's Hospital of £600, annual subscriptions about £40, grant from the Science and Art Department (1882), £445 10s, from the City and Guilds of London Institute £51, and the fees. The annual expenditure of the college is about £2,000. The day classes are almost entirely attended by engineers.
Anderson's College, Glasgow. This institution, which is a science and technical college, was founded by John Anderson, M.A., F.B.S., who died in 1796, and left a small sum for carrying out the very large scheme devised in his will. Connected with it is also a medical school. The professor of physics and mathematics is Mr. J. Blyth, and that of chemistry is Mr. W. Dittmar, F.R.S.
A chair of technical chemistry was founded in 1876 by Dr. Jas. Young, F.R.S.; the director of this department is Dr. Mills, F.R.S. Practical instruction, in theoretical and applied chemistry and in physics, is given by the professors in the various labora-
*We see by the class lists for November 1883 that these numbers have been considerably exceeded.
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tories, and some of the analysts and skilled foremen in the important chemical works in the district have gone through a course of instruction in this institution.
The technological evening classes form an important feature of the institution, and include most of the science subjects found in the syllabus of the Science and Art Department. No less than 1,219 students attended these classes in 1882. It is interesting to note that the names of Graham and Penny are on the list of former professors of chemistry in this institution, whilst those of Livingstone, Young, and Playfair will be found amongst the former students.
A unique feature of the technological chemistry department is the existence of several special private laboratories which may be hired at a low rental by those desirous of conducting original research.
The total number of students in all the classes is 2,517. In the Appendix will be found an account of the courses of the two departments of chemistry.
The Glasgow Weaving School is under the management of a board of trustees, Mr. D. Sandeman being the convener. The instructor is Mr. James Macaulay. The teaching is given both during the day and evening. The fees for the day classes are £6 6s per annum, and for the evening classes £4 4s. There are in all 68 students. The session lasts from 1st September to the 31st of May. The hours are 10 to 12 a.m. on three days per week for the initiatory course, and the advanced course meets on the afternoons of the same days from 12 to 2 p.m. The evening instruction is given twice a week from 7 to 9 p.m.
The instruction is both theoretical and practical. At the time of our visit a lecture was being given in the theatre upstairs on the weaving of cloth, with diagrams and blackboard sketches. In the weaving room are 15 power-looms and 11 hand-looms, six of the latter being small pattern-looms; also card-cutting machines, winders, &c. The diploma of the school, woven in silk and involving the use of 6,000 cards, was handed to us.
The course of practical instruction includes plain and figured weaving in its initiatory and advanced stages, on hand and power looms, draftings and cording of various fabrics, viz,:
Plain cloths with single and double twilling, flushing, dicing, diaper, spotting, &c., double cloths backed with weft, and also backed with warp and weft, &c.
Cross weaving, comprising half and full gauze, harness gauze, net and plain, net and gauze, and wheel lappet.
Piled fabrics, viz.: Terry velvet, cut velvet, velveteen, corduroy, &c.
Jacquard machine and harness work, in carpet, damask, double damask, and brocade do., striped all over, and covered, in shawls, scarfs, cloakings, vestings, &c.
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Instruction is also given in winding, warping, beaming, and heddling.
Designing forms an important part of the instruction, including original patterns on point paper, and coloured to indicate the woven fabric, in figured, plain, and twill cloths, &c.
Various methods of experimenting with hand-looms are taught, additional apparatus for this purpose having been obtained, and facilities are provided to enable students to acquire a thorough knowledge of the construction of power-looms.
The analysis of woven fabrics is likewise taught - the method of ascertaining warp and weft quantities and grists, the calculation of the cost of goods, &c.
We were informed that a student attending the school for a two years' course of instruction would be competent to take a picture, cut cards for it, put it in the loom, weave it, and calculate its cost.
Glasgow University. Although passing somewhat beyond the special sphere of our report, we must refer to the University as influencing in a remarkable degree the higher education of the west of Scotland. The University of Glasgow is attended by about 2,300 students. The majority of these, about 1,300, are students in the arts subjects - Latin, Greek, mathematics, logic, moral philosophy, English, and natural philosophy or dynamics and physics. These students attend college for six months in the year. On an average they attend three courses of lectures, involving from three to four hours a day in the lecture-room, and implying a large amount of home work in exercises and preparation for oral examination, which is part of the teaching. If they take a complete course of arts, they spend three, four, or five winter sessions in these classes. But many attend for a year or two only, taking such classes of the course as suit them. Side by side with these arts classes are classes in engineering and astronomy, in zoology and geology, in botany and in chemistry. The four latter subjects appear to be mainly taught in connection with the curriculum for medical students. The average fee per student per class is £3 3s per session, so that his average attendance in three classes costs a student altogether about £10 10s a session.
There are two striking things in connection with this university system. The number of students is enormous, and access to the courses is cheap and untrammelled, every student going to such classes as he wants.
The students find lodgings suitable to their means in the city, and many of them, we are told, manage to live through their winter session and pay for their education on less than £30.
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The most important section of the University, with reference to technical instruction, is the physical department under Prof. Sir William Thomson. About 220 students pass through his classes, the more advanced of whom work in the physical laboratory. These have the great advantage of becoming familiar with the methods of investigation employed in his important researches, and of using the refined apparatus and instruments constructed by him. It is unnecessary to point out the inestimable value to technical students of intimate intercourse with such a Master.
The chemical laboratory contained in a building in which utility has, we fear, been subordinated to architectural design, is under the charge of Professor Fergusson. It contains a considerable number of students.
We visited several representative establishments in and near Glasgow, in the mechanical engineering, textile, chemical, and shipbuilding industries, and ascertained from the managers and leading manufacturers the extent to which the existing facilities for scientific instruction are utilised by their foremen and workpeople. Some interesting tables were handed to us showing the number of chemists, foremen, and others in the employ of Messrs. Charles Tennant & Co., who have attended one or other of the various institutions we have mentioned. They will be found in the Appendix.
At a large worsted factory at Greenock there is a school in connection with the works in which the "hands" are trained from childhood, and the proprietors are satisfied that this training under their own care is amply repaid by the increased intelligence and aptitude of the scholars.
We had an opportunity of seeing a large engineering establishment in which young women are employed as tracers. They are very expert at tins work, and earn from 14s to 15s per week. Many of the apprentices and young men employed by this firm attend evening schools, and the employers do all in their power, short of compulsion, to encourage such attendance.
In one of the most extensive of the Clyde ship-building yards, in which 500 youths under 21 are employed, there is no actual apprenticeship. Few of them have any theoretical instruction other than they obtain at the night classes. In the drawing office, of the 25 draughtsmen employed, 3 were Germans. In another ship-building yard many of the youths attended the Andersonian Institute, the College of Science, and the School of Art.
In the principal chemical works none of the workmen except those engaged in the laboratory had a practical acquaintance with chemistry.
The conversations with employers in Glasgow impressed upon us the belief that a very large proportion of the more intelligent young men employed in industrial pursuits have attended, and
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are now present at, the various colleges and evening classes in the town. The excellence and value of the instruction thus obtained was freely acknowledged, and we learned that many young men travel considerable distances from outlying suburbs to be present at these classes. So far as our enquiries have enabled us to ascertain the fact, the young men of the Glasgow district employed in the various works, avail themselves more generally than those of other cities similarly circumstanced, of evening instruction in science and in mechanical drawing.
XXIX. EDINBURGH
Our visit to Edinburgh was a hurried one, and we must confine our remarks in regard to this important city to those establishments and departments having a direct bearing on our inquiry. In the University we visited, the department of mechanical engineering under Prof. Fleeming Jenkin, F.R.S.; also the department of physics, under Prof. Tait, F.R.S., by whom the principles of the science are taught without direct technical application. A certain number of students assist him in the important work of carrying on original investigation in his private laboratory. The new chemical laboratory under the direction of Prof. Crum Brown, F.R.S., in connection with the new medical buildings, is most complete.
The Watt Institute and School of Art. This was founded in 1821 by Mr. Leonard Horner. The present building was opened in 1873, and cost £12,000. This is one of the most important evening schools in the United Kingdom, and has probably been as successful in its work as any similar institution in Scotland It is admirably conducted, the leading men in Edinburgh taking great interest in it. In its constitution and sphere of activity it resembles the Midland Institute at Birmingham, and the College of Science and Art in Glasgow. The total number of students in 1882 was 2,871, and the annual receipts from students' fees and subscriptions were £1,302. The institution requires, however, further funds for duly carrying out its object; especially for suitable laboratories and for the apparatus requisite for teaching physics, mechanics, &c.; expectations are held out that assistance will be given from Heriot's Hospital Funds. At the opening of the session in 1882, Lord Shand delivered an important address on technical education, and on the future work of the school.
The Science and Art Museum. This museum, originally established in 1812, as the Natural History Museum of Edinburgh, was transferred to the Science and Art Department
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in 1854, and reconstructed from the designs of Capt. Fowke, R.E. It was reorganised in 1873, the management of the Natural History Collections being severed from that of the Industrial Museum. The industrial section has been under the management of Prof. Archer since 1860. After the exhibition of 1851, the authorities acquired a large collection of raw and manufactured articles, together with models presented by the Highland Society, which formed the nucleus of the museum. The collections are being continually increased, and under the energetic management of Prof. Archer a very complete and instructive series of illustrations of the different stages in the manufacture of metal work, pottery, glass, and of numerous other industrial productions, has been added to the museum. Many excellent models of machinery and apparatus used in the various industries have been prepared under the direction of Prof. Archer, by workmen employed on the premises. The object aimed at is to give to this museum a special technological character. There is a good library for the use of students, and a complete collection of the specifications of patents. In addition to the technological specimens, there is a good general museum of science and art.
The Commissioners, who were received by Prof. Archer, inspected the various departments of the museum, and sought special information respecting the extent to which manufacturers and others interested in the various processes so excellently displayed in the galleries, availed themselves of the museum for the purpose of study. Prof. Archer assured them that he had received abundant testimony both from manufacturers and workpeople that the facilities here afforded had been of service to them, and in support of his statement, he has forwarded to the Commissioners some letters bearing upon this question, which will be found in the Appendix, Vol. III.
XXX IRELAND
The importance of the inquiry, in relation to the special condition and needs of Ireland, was too obvious to be overlooked. A preliminary circular of questions, very widely distributed, elicited much useful information, of which the Commissioners publish a selection, with tabulated abstract, which will be found in the Appendix, Vol. IV.; but considering it expedient to make personal investigation in the country itself, we held public inquiry in Dublin, Belfast, and Cork, and visited some other places in the South and West of Ireland. Great pains have been taken to obtain the views of representative persons who have given serious attention to the subject. The opinions thus expressed, while necessarily coloured by individual predilections,
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and divergent in many particulars, are not wholly irreconcilable, and they contribute materially to a sound judgment on the matter.
There will be found in the evidence of these witnesses, a general agreement in regard to the almost exclusive dependence of the population upon agriculture, and to the want of skill with which it is carried on. Manufactures, for which certain districts were at one time famous, have disappeared; some, like the handloom weaving, superseded by the processes of steam power; others, like the furniture and cabinet making for which Dublin was once famous, having declined from causes not so apparent. On the other hand, the tweed manufactures of County Cork and the linen and other industries of the North are proofs, if such were wanted, that enterprise, confidence, and capital will find in the people ingenuity and industry not unlike that shown by those of the manufacturing districts of Great Britain, where, indeed, Irish labour is so extensively employed. The deficiency in native coal would have to be overcome, in the same way as has been done in Switzerland and in other countries even worse off in that respect than Ireland is. There is generally abundant turf for fuel, and in many parts of the country water power abounds, of which little or no use is made. The minerals are said to be incapable of being worked with profit, but some interesting information has been tendered with regard to the capabilities of the marbles of Galway and other parts, of which varied and beautiful examples are exhibited in the Museum of the Royal College of Science. Valuable granite and limestone also are worked with a certain degree of energy; probably with better means of conveyance, such as may be anticipated under the provisions of the Tramways Act, 1883, these and other natural products may be more profitably utilized. Wood, straw, and flax are among the materials relied upon for local industries. In Killarney and some other districts there are produced bracelets and other like ornaments carved in bog oak, and cabinets, tables, &c., in which oak, arbutus, and other native woods are inlaid. Much traditional ingenuity is displayed in the execution of this work. But there is a lamentable poverty of design which is in remarkable contrast to the excellence attained with like materials in the Black Forest and in the Tyrol, where the village workers have had the advantage of being educated in the special schools described in another part of the Report. At Belleek a pottery has been established, and its productions have attained a considerable reputation; but the enterprise has not been a commercial success, and it is said to have been impeded by the difficulty of retaining the youth of the locality, with whom the allurements of emigration have outbalanced the advantages of comparatively good wages in the factory.
Many parts of the country are weU adapted for growing osiers, which it is thought might be extensively and profitably employed
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in basket making; and, while it is said that one public company alone, in London, consumes weekly 300 tons of the peat moss litter, which is so extensively imported from the continent, it does not appear that any serious quantity of such product is obtained, as it might be, from the enormous area of bog land in Ireland. Wool and hides are generally bought up by travelling merchants, chiefly for exportation. There were, however, at the Cork Industrial Exhibition, many most encouraging signs of native enterprise. The Commissioners are much indebted to Dr. Sullivan for the scheme which he has furnished in relation to industrial education which will be found in the Appendix, Vol. III.
The staple trade of Belfast and the adjacent district, in the manufacture of flax, is by no means in a flourishing condition, and though this fact may, to some extent, be attributable to the substitution of cotton, woollen, and other fibres, in fabrics formerly made of flax, and, in some degree also, to the extension of the foreign flax manufactures, it is probable that much can be done locally to remedy existing defects and to place the trade on a more advantageous basis.
From the evidence taken in Belfast, it will be seen that in the training of workmen, foremen, and even masters, a much larger degree of technical instruction in the arts and sciences relating to the trade might well be applied, and the advantages enjoyed by their Continental rivals, in the possession of such educational facilities, are now generally acknowledged. To meet this want, a project for establishing a technical school in connection with the Belfast linen trade has recently been set on foot, the object of which will mainly be to give instruction in matters that relate to the weaving, bleaching, dyeing, and printing of linen goods. It is generally admitted that in certain of these processes the Belfast industry is not so advanced as that of France or Belgium. Even in the higher class of damasks, the Irish production is hardly holding its own, while in fancy and coloured goods, where a knowledge of design and of the chemistry of dyeing come most into play, the superior attractiveness of many Continental productions is placing the Belfast makers at a serious disadvantage, especially in large markets like America, where the Irish goods once enjoyed almost a monopoly.
There can be little doubt that both the workmen and masters on the Continent have paid more attention to these matters than has been given to them by the Irish manufacturers, and that, to meet the requirements of the day, it will be absolutely necessary to devote more attention to perfection of design and colouring, which enter now so largely into this trade.
With the exception of some successful classes in chemistry and mathematics held at the Working Men's Institute, there seems but little provision in Belfast for the teaching of those arts and sciences which are at the present time so important in their
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application to the trade of the town. It is probable that the proposed technical school, in association with the existing School of Art, will tend in a great measure to supply this want.
In addition to certain changes (which we recommend in our conclusions) in the books and the ordinary curriculum of the primary schools in the direction of artisan training, the establishment of a larger number of evening classes in science and technical subjects is highly desirable. The Queen's College of Belfast, whilst enjoying the services of eminent science professors, is at present doing but little in the way of higher scientific instruction as applied to industry; indeed, the accommodation for this branch of study is, at the present time, wholly inadequate, and may with great advantage be increased; enabling classes in chemistry and physics, especially in the evening to be provided.
A larger measure of scientific attention might also with advantage be bestowed on the cultivation of flax in Ireland, both in the interest of the agriculturist and the manufacturer. As compared with the cultivation of that fibre in Belgium and France, the Irish industry is far behind. Insufficient attention to the processes of cultivation, and want of knowledge and skill in the manipulation of the fibre, tell with most injurious effect on the manufacturing value of the commodity. If adequate pains were taken by the farmer, and if a full measure of scientific teaching were brought to bear on the now somewhat antiquated methods of preparation, a substantial advantage would be gained not only by the agriculturist, but also by the Irish manufacturer, who now depends far too much for his supplies of the raw material on foreign countries, which in many cases, from soils inferior to that of Ireland, contrive to produce an excellent fibre. The population engaged in the manufacturing industries in the Belfast district, leave little to be desired as to their intelligence and general aptitude.
Although we have refrained in our report from speaking of the industrial establishments which we have visited, this reticence seems unnecessary in regard to the interesting and important works (as being unique in Ireland) of Messrs. Marcus Ward, in whose handsome and commodious premises the processes of engraving, lithography, and colour printing, are conducted on a vast scale and in an endless variety of examples. Besides the ordinary applications of these processes to the manufacture of tickets, labels, note paper, and other commercial articles, the designing and printing of the well-known Christmas cards, almanacks, and other work of a more or less artistic character, form prominent features in this remarkable establishment.
The designs used in this business are chiefly produced by the staff of designers employed on the premises, and they have to be specially adapted for the particular processes of the firm. In their training, the instruction of the Art School has played a useful part; many of the persons engaged in the artistic department having been well grounded in that school.
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To a limited extent the instruction given in the Art School has also been of service to the staple linen industry, but its influence cannot be great until the student has been taught in the factory, or in a special school, to apply his knowledge of art to the requirements of the fabric with which he has to deal. It is intended to associate the existing Art School with the proposed technical school in such a way as to make the art teaching subserve in the largest possible way the industrial requirements of the town.
The shipbuilding and engineering industry of Belfast has of late years experienced an enormous development, and probably 8,000 hands are directly engaged in it. This trade seems to be conducted with great success, and the work produced is of the best order. With the exception of a few certificates gained at the science classes of the Working Men's Institute, but little artisan teaching is brought to bear on the shipbuilding and marine engineering establishments, nor is it thought likely by the employers that any direct trade instruction can be usefully applied. There is, however, a prevalent opinion in the trade, in favour of increased facilities for the instruction of young artisans in mechanics, elementary mathematics, and in mechanical drawing, which it is thought would be of great value both in the general culture and economical value of the men.
It will be observed that in very many parts of the country there is an active and hopeful spirit in favour of establishing domestic industries, and it is expedient that local committees, such as are suggested by several of the witnesses, should be formed to originate and guide efforts to that desirable end. Such committees would possess the requisite knowledge with regard to the materials available in their particular neighbourhoods, and as to the aptitude of the people, and they should be alive to the conditions determining the probability of commercial success. To them, obviously, it must be left to advise what kind of industry it may be most expedient to give direct encouragement to. The methods of instruction may be varied, and the system under which it is encouraged should be elastic. In the primary schools under the National Board, in such District schools as may be established, as well as in night classes, the teaching may be more or less specialised, and should be judiciously encouraged by result payments, as well as by aiding in the training and payment of resident and itinerant teachers.
Knitting and crochet work, basket-making, wood-carving, straw-plaiting, and the making of straw-envelopes for bottles, are among the industries most generally advocated. Lace-making has a remarkable hold, and should be greatly improved in design and quality by the circulation of the more perfect examples which have been sent over from South Kensington.
It appears that the nets used in the Irish fisheries are almost all imported. Some thirty years ago, earnest efforts were made
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to establish this industry, by training the young women of the Galway coast in net making, and in spinning the hemp and flax into twine for the purpose, but there remains no trace of the manufacture, which seems to have disappeared, like so many of a similar character, with the decline of the country and the emigration of the people for whom it had provided partial employment. Much encouraging testimony is borne in the evidence with regard to the practicability of a large and lucrative trade in the development of fish curing, and especially in the pickling of pilchards, as also in the preparation of salts and other products obtainable from kelp.
But after making the fullest allowance for the capabilities of the country in all other directions, agriculture must remain infinitely the most important interest, and it will be observed that the Commissioners have devoted to it the attention which in their judgment the subject deserved.
In their First Report, the Commissioners have stated their opinion that efficient elementary education is the essential foundation for subsequent technical training. They have consequently made it their business to inquire somewhat into the provision for primary schooling under the National Board of Education. According to the Report presented to Parliament last year, it appears that 7,705 National Schools were then in operation, of which about one-fourth were vested in Trustees, or in the Board itself. Accommodation was provided for 670,178, and the average daily attendance is given as 469,192. The majority of the schools are "mixed", attended by children in the proportion of 78.9 Roman Catholics and 21.1 Protestants. It appears, however, that the percentage of schools exhibiting a mixed attendance has steadily diminished from 58.6 in 1874 to 54.0 in 1882. Among the schools attended exclusively by Roman Catholics are more than 200 attached to convents, in which the rules of the Board are carried out, under the direction of the members of the various religious orders, and where special teaching is often given in useful handicrafts. Some of these convent schools visited by the Commissioners, in the excellence of their buildings, fittings, and appliances, left nothing to be desired. The Sisters take an active part in the conduct of the schools, and their aid is an important element, but they are not reckoned in calculating the staff of teachers. The rules which regulate the exhibition of religious emblems are observed in these as in all other National Schools.
It appears from the Census of 1881 that the percentage of illiterates in Ireland has diminished in 40 years from 52.7 to 25.2. A system of payment on the results of individual examinations has been in operation for 11 years, and the effect has admittedly been to have improved in a very gratifying manner the average attendance, and the percentage of children in the higher classes. Under it also the teachers' emoluments - four-
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fifths of which in Ireland come from the Parliamentary vote - have been more than doubled.
With regard to the teachers employed, it has been a matter of general regret that less than one-third have been efficiently trained; the untrained teachers, however, had generally served as monitors in the ordinary and Model schools. A confident hope is entertained that under the Minute of last year, by which aid will be given towards the cost of training in denominational colleges, this serious defect will be gradually corrected.
It appears that 136,065 pupils were examined in needlework, of whom 94.6 per cent passed; 23,210 in drawing, of whom 73.3 per cent passed, and 44,493 in agriculture, of whom 47.5 per cent passed. The system under which the latter subject is taught will be found detailed in the report of our Sub-Commissioner, Mr. H. M. Jenkins, and in the evidence given before the Commissioners on the occasion of their visits to Glasnevin and Cork. We were favourably impressed with the arrangements for the instruction of the teachers, and with the testimony to the value of the farms and gardens attached to the rural schools, for purposes of practical instruction; the desirability of increasing their number, in view of the altered conditions under which the land is now cultivated, is indubitable, and the hopeful spirit by which the small farmers are said to be animated may, we think, be deemed a satisfactory sign for the fixture.
As far back as 1837, the importance of providing for industrial, equally with agricultural, education, was recognised by the National Board, and the following passages extracted from the Fourth Annual Report presented to Parliament will be read with interest, as demonstrating that it is no novel want to which expression is now so widely given, and indicating a method which is now in process of being adopted:
We intend (say the National Board) that our normal establishment, which we hope will be completed in January next, shall consist of two department, one for elementary, the other for scientific instruction, and that the latter shall teach, in particular, those branches of science which have a practical application to husbandry and handicraft. We also purpose having a school for industry in the immediate neighbourhood of Dublin, with workrooms, and a farm of from 40 to 50 acres annexed to it, and that those who attend it shall be practised at stated times in different descriptions of manual work, and in the general business of agriculture.
Our object is not to teach trades, but to facilitate a perfect learning of them by explaining the principles upon which they depend, and habituating young persons to expertness in the use of their hands.
It was further intimated, in the same Report, that the instruction thus to be provided was to be obligatory on all teachers trained in the Normal School, and that similar use
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was to be made of the Model Schools, where the teaching of manual occupations and agriculture was to be equally practical in character. It will be observed that many of the suggestions offered in evidence at Dublin and elsewhere are flattering to the prescience thus manifested.
It will be seen from the figures previously quoted, that very little instruction is given in drawing, and this is equally the case as regards physical science. With reference to the value of the teaching imparted to girls in needlework, the most contradictory opinions will be found expressed in evidence. It is probably true that while the requirement of the National Board "that instruction shall be given in plain needlework in all schools", is loyally observed, the commendable desire for remunerative employment has, especially in convent schools, largely stimulated more ambitious aims which may not have been always satisfactorily realised.
While, as has been stated, many of the religious orders avail themselves of, and adapt their teaching to, the system of the National Board, there are others which prefer to work independently at once of its control and its subventions. Of these the most important is the Order of Christian Brothers, which in Ireland, as in France and Belgium, has distinguished itself by the zeal and skill with which it has carried out the educational mission to which it has devoted itself, and by its resolute resistance to all restraint by either civil or ecclesiastical authority. In Ireland this body is said to have an average of 25,000 children under instruction. Their remarkable day school at Cork was visited by the Commissioners, and testimony to its usefulness is borne by the witnesses examined in that city. Similar schools are to be found in other parts of the island, some, like the one at Limerick, attached to the Industrial School there conducted by the Brotherhood. In the latter schools and in the Reformatories the Order has no difficulty in accepting the Government grants, since they do not involve any restraints upon the freedom of their methods.
It is in these Reformatory and Industrial schools that the most notable examples of well adapted industrial instruction are to be found. Sir John Lentaigne, to whose zealous direction and supervision much of their success is owing, in his last report gives 1,140 as the number of boys and girls in Reformatory, and 6,078 in Industrial schools last year. Of these the Commissioners personally visited the institutions at Artane and Merrion, near Dublin; Sunday's Well and St. Nicholas, Cork City; Upton, Kinsale, and Clonakilty (County Cork); and others at Killarney, Limerick, Galway, Oughterard, Clifden, and Westport. In these schools, boys are instructed in a great variety of trades, being trained as weavers, stocking makers, bakers, carpenters, wheelwrights, saddlers, tailors, blacksmiths, tinsmiths, and in every department of farming and gardening. In some cases, as at Artane,
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a large staff of instructors is employed under the Brothers, and goods are manufactured for sale much as in an ordinary factory. In others, as at Galway, the Brothers undertake repairs to carts and ploughs, aiming at doing their work in the best possible manner, charging market prices, and getting abundant employment without exciting the animosity of ordinary tradesmen. Boys trained in these institutions leave at 16, on the expiration of their terra, much in the position claimed for the pupils of the apprenticeship schools abroad, getting ready employment at their trades at wages varying from 8s to 15s a week. The girls receive instruction in every branch of domestic work, washing, cooking, baking, and sewing; dairy work also receives attention, though not on the scientific methods which are followed at Cork. Lace-making and needlework, embroidery of vestments and banners, glove-making, book-binding, and card-painting, are among the trades pursued with fair commercial success, but the most remunerative, as well as the most useful, appears to be plain needlework. In some of these institutions externes are received as day scholars, admission being accepted by the parents as a privilege. In other cases Industrial schools and day schools under the National Board are combined, and so far from the industrial children being treated as of a lower caste, precautions have to be taken to prevent their manners being deteriorated by contact with the ruder children, who have not the constant domestic supervision of the Sisters. The inmates of nearly one-half of the Industrial schools are sent for literary instruction to the ordinary national schools, conducted on the same premises, and although not paid on the results, are examined and generally pass equally well with the ordinary pupils. It is suggested with much force that systematic examination with payment on results, for industrial as well as literary success, would be preferable to the present system under which a like capitation grant is paid to the worst as to the best managed institutions. The total expenditure on all heads on these Industrial (omitting the Reformatory) schools, with their 6,078 inmates, is given as £142,388 13s 2d, including about £20,000 for new buildings. To this sum the Government grant of 5s per week contributes £74,997 12s 11d, or about one-half the total cost; local rates about one-sixth; the remainder being made up by industrial profits, subscriptions, &c.
At this large cost, criminal and neglected children are rescued from ignorance and depravity, and made, in an overwhelming proportion, as abundant proofs testify creditable members of society. In some rare instances the training of workhouse children is comparable to that which is the happy lot of those just described. But, in the main, it may be assumed that the practical perfection of industrial training is assured alone to those who have been rescued by the police and who have become the children of the State. The problem is thus how best to devise means by which other classes of the community can secure like advantages
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for their children, and to its solution it will be observed that much of the evidence is addressed.
Many of the witnesses deplored the absence of night classes for the instruction of those who are inclined to continue the studies of the day school, or to make good its deficiencies. But it will also be remarked that where such classes are in actual operation, many who thus desired them were ignorant of their existence; as they were also of the inducements offered by the Science and Art Department and by the City and Guilds of London Institute, towards their establishment by local committees in Ireland equally with England and Scotland.
It has been urged with much force that while it may be possible to give this kind of teaching a more direct bearing upon local wants, it is expedient rather to extend and amplify the existing systems than to disturb them for the purpose of substituting others. There is a general disposition to look to the Government for the initiative, and a conviction that local efforts must be sustained by State subsidies. The small extent to which Boards of Guardians have acted on the powers given them to aid educational efforts, is not encouraging. The Free Libraries Act has only been adopted in Cork, and even in that solitary instance it is only now being brought into anything like complete operation. The poverty of the country is naturally pleaded in explanation, but on the other hand the experience of the Munster Daily School justifies the conviction that, with the increasingly intelligent appreciation of the need for, and of the value of, these facilities, judicious efforts on the part of the central authority will evoke the essential local co-operation.
With regard to the provision for secondary and higher education, it will suffice here to say that while regret is expressed that under the system of the Intermediate Board due encouragement is not given to the teaching of practical science, very gratifying testimony is borne to the improvement in other respects, effected under its operation, in the colleges and grammar schools of Ireland, especially in the matter of better appliances. The work of the Royal College of Science at Dublin, with its Museum and Department of Manufactures, will be found fully described in evidence, and certain reforms are recommended which we believe will, if adopted, have the effect of largely increasing their usefulness. The Commissioners inspected with much interest the Queen's Colleges at Belfast and Cork, and are strongly impressed with the importance of sustaining these institutions and the kindred college at Galway, which are rendering excellent service by providing the means of higher scientific training. We think it right to mention the munificence of Mr. W. H. Crawford to the Cork College. He has contributed 2,000 volumes of books to the library, has built and furnished the Astronomical Observatory, has paid over half the cost of the Botanical Houses, and almost the entire expense of filling them with their excellent collection of
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tropical and other plants, has added about seven acres to the College grounds, and proposes to build on this site, additional dwellings for the Professors, and a hall of residence for the students, at a cost of over £20,000.
It is early to speak of the work of the Royal University, which only presented its First Report to Parliament last year, but the Commissioners sympathise with the feeling, very widely expressed, that these varied and graduated organisations are capable of being expanded and adapted to the wants of the country, and while they are worthy of the generous support of Parliament, it is hoped that their funds will be augmented from other sources, so that they may be enabled to give to Ireland the full educational advantages for which its people display such honourable avidity.
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PART IV CONCLUSIONS
It will have been seen from the preceding pages of this Report that we have attached considerable relative importance to that portion of our commission which directed us to inquire into the condition of industry in foreign countries; and it is our duty to state that, although the display of Continental manufactures at the Paris International Exhibition in 1878 had led us to expect great progress, we were not prepared for so remarkable a development of their natural resources, nor for such perfection in their industrial establishments, as we actually found in France, in Germany, in Belgium, and in Switzerland. Much machinery of all kinds is now produced abroad equal in finish and in efficiency to that of this country, and we found it in numerous instances applied to manufactures with as great skill and intelligence as with us.
In some branches of industry, more especially in those requiring an intimate acquaintance with organic chemistry, as, for instance, in the preparation of artificial colours from coal tar, Germany has unquestionably taken the lead.
The introduction by Solvay, of Brussels, of the ammonia process for the manufacture of soda, and the German application of strontia in sugar refining, constitute new departures in those arts. In the economical production of coke we are now only slowly following in the footsteps of our Continental neighbours, whilst the experiments which have been carried on for nearly a quarter of a century in France for recovering the tar and ammonia in this process have only quite recently engaged our attention.
The ventilation of deep mines by means of exhausting fans was brought to perfection in Belgium earlier than with us, and, although our methods of sinking shafts served for many years as models for other countries, improvements thereon were made abroad which we are now adopting with advantage.
The abundant water power in Switzerland and in other mountainous districts is utilized for motive purposes by means of turbines, perfect in design and execution.
The construction of the dynamo-machine by Gramme gave the first impulse to the general use of electricity for lighting, and to the various new applications of that force which appear likely to exercise so great an influence upon the industry of the world; and in all these applications, at least as much activity is exhibited on the Continent as with us.
In the construction of roofs and bridges, more especially in Germany, accurate mathematical knowledge has been usefully applied to the attainment of the necessary stability with the least consumption of materials.
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Certain printed cottons of the highest class, produced at Mulhouse from Parisian designs, are not excelled, and rarely equalled, in this or in any other country, although the distance between our general productions in this department and those of Alsace is no longer so great as it was ten or twenty years ago. The soft all-wool fabrics of Rheims and Roubaix are scarcely equalled as yet on the average by those of Bradford, especially as respects the dyeing.
Silk dyeing and finishing is still as much the speciality of Lyons as is the production of the beautiful silk fabrics on its hand-looms, for which it has so long been pre-eminent.
The export from Verviers to Scotland of woollen yarns, carded and spun by machinery made in England, from South American wool formerly purchased in Liverpool and London, but for which Antwerp is now becoming the chief market, is an instance of an intelligent, careful, and persevering attention to details having established a special trade, which the cheaper labour of the Belgian factories now assists in preserving.
The ribbon trade of Basle, that in velvets and silks of every kind at Crefeld, and in mixed fabrics at Chemnitz, are examples of recently established or transformed industries which have rarely been excelled in boldness of enterprise and in success by anything of the same kind accomplished in our own country. And it may not be improper to mention here that, in whatever degree the technical instruction of our Continental rivals may have trained them for competition with ourselves, in their own, in neutral, and to some extent in our home markets, much of their success is due to more painstaking, more pliancy, and greater thrift; and also to the general cultivation, the knowledge of modern languages, and of economic geography usually possessed by Continental manufacturers.
But, great as has been the progress of foreign countries, and keen as is their rivalry with us in many important branches, we have no hesitation in stating our conviction, which we believe to be shared by Continental manufacturers themselves, that, taking the state of the arts of construction and the staple manufactures as a whole, our people still maintain their position at the head of the industrial world. Not only has nearly every important machine and process employed in manufactures been either invented or perfected in this country in the past, but it is not too much to say that most of the prominent new industrial departures of modern times are due to the inventive power and practical skill of our countrymen. Amongst these are the great invention of Bessemer for the production of steel in enormous quantities, by which alone, or with its modification by Thomas and Gilchrist, enabling the commonest description of iron to be used for the purpose, steel is now obtained at one-tenth of the price of twenty years ago; the Weldon, Hargreaves and Deacon processes, which have revolutionized the alkali trade; the manufacture of aniline colours by Perkin; the new processes in the production of silk fabrics by Lister; the numerous applications of water pressure to industrial purposes by Armstrong; the Nasmyth steam hammer; the compound steam
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engine, as a source of great economy of fuel; and the practical application of electricity to land and submarine telegraphy by Cooke, Wheatstone, Thomson, and others.
Machinery made in this country is more extensively exported than at any former period; the best machines constructed abroad are, in the main, and with the exceptions which we have named, made, with slight, if any, modifications, after English models. A large proportion of the power looms exhibited and used in the Continental weaving-schools has been imported from this country. In the manufacture of iron and steel we stand pre-eminent, and we are practically the naval architects of the world. Our technical journals, such as those of the Institutes of Civil and Mechanical Engineers, and of the Iron and Steel Institute, are industriously searched and their contents assimilated abroad.
In those textile manufactures in which other nations have hitherto excelled us, as in soft all-wool goods, we are gaining ground. We saw at Bradford, merinos manufactured and finished in this country, which would bear comparison in texture and in colour with the best of those of the French looms and dye-houses, and in the delicate fabrics of Nottingham and Macclesfield (thanks, in great measure, to their local Schools of Art) we no longer rely on France for designs.
In art manufactures proper, notably in porcelain, earthenware, and glass, as also in decorative furniture, our productions are of conspicuous excellence. It is possible that this may be due in a certain degree to the employment, in some branches, of skilled workers trained in foreign countries, and we cannot do otherwise than acknowledge the pre-eminence in the main of our French neighbours, in design as applied to decorative work, or disregard the efforts which they are making to maintain that pre-eminence, and those made in Belgium and Italy to emulate them.
The beginnings of the modern industrial system are due in the main, as we have indicated, to Great Britain. Before factories founded on the inventions of Watt, of Arkwright, and Crompton, had time to take root abroad, and whilst our own commerce and manufactures increased from year to year, the great wars of the early part of this century absorbed the energies and dissipated the capital of Continental Europe. For many years after the peace we retained almost exclusive possession of the improved machinery employed in the cotton, woollen, and linen manufactures. By various acts of the last century, which were not repealed till 1825, it was made penal to enlist English artisans for employment abroad; the export of spinning machinery to foreign countries was prohibited until the early years of Your Majesty's reign. Thus, when less than half a century ago, Continental countries began to construct railways and to erect modern mills and mechanical workshops, they found themselves face to face with a full-grown industrial organization in this country, which was almost a sealed book to those who could not obtain access to our factories.
To meet this state of things, foreign countries established technical schools like the École Centrale of Paris, and the Poly-
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technic Schools of Germany and Switzerland, and sent engineers and men of science to England to prepare themselves for becoming teachers of technology in those schools.
Technical High Schools now exist in nearly every Continental State, and are the recognised channel for the instruction of those who are intended to become the technical directors of industrial establishments. Many of the technical chemists have, however, been, and are being, trained in the German Universities. Your Commissioners believe that the success which has attended the foundation of extensive manufacturing establishments, engineering shops, and other works, on the Continent, could not have been achieved to its full extent in the face of many retarding influences, had it not been for the system of high technical instruction in these schools, for the facilities for carrying on original scientific investigation, and for the general appreciation of the value of that instruction, and of original research, which is felt in those countries.
With the exception of the École Centrale of Paris, all these schools have been created, and are maintained almost entirely, at the expense of the several States; the fees of the students being so low as to constitute only a very small proportion of the total income. The buildings are palatial, the laboratories and museums are costly and extensive, and the staff of professors, who are well paid according to the Continental standard, is so numerous as to admit of the utmost subdivision of the subjects taught. In Germany, as we have stated in a previous part of our Report, the attendance at some of the Polytechnic Schools has lately fallen off, chiefly because the supply of technically trained persons is in excess of the present demand; certainly not because it is held that the training of the School can be dispensed with. The numerous young Germans and Swiss who are glad to find employment in our own manufactories, have almost, without exception, been educated in one or other of the Continental Polytechnic Schools.
Your Commissioners cannot repeat too often that they have been impressed with the general intelligence and technical knowledge of the masters and managers of industrial establishments on the Continent. They have found that these persons, as a rule, possess a sound knowledge of the sciences upon which their industry depends. They are familiar with every new scientific discovery of importance, and appreciate its applicability to their special industry. They adopt not only the inventions and improvements made in their own country, but also those of the world at large, thanks to their knowledge of foreign languages and of the conditions of manufacture prevalent elsewhere.
The creation abroad of technical schools for boys intending to become foremen, is of much more recent date than that of the Polytechnic Schools. To this statement the foundation during the First Empire of the three French Écoles des Arts et Métiers, at Ch&lons, Aix, and Angers, is only an apparent exception, because they simply vegetated until their reorganization within the last twenty-five or thirty years. Mining schools were, however
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established in Prussia in the last century, and in France about 1817. Among the examples of schools for foremen are those of Winterthur in Switzerland, Chemnitz in Saxony, and Komotau in the Austrian dominions, principally for engineers, and the École des Mines at St. Etienne, the latter more especially for mining and metallurgy. The theoretical instruction in these schools is similar in character, but inferior in degree, to that of the great Polytechnic Schools. On the other hand, considerable attention is devoted in these schools to practical instruction in laboratories and workshops, which is not the case in the Polytechnic Schools. In Prussia, as will be seen from the Ministerial report found in the Appendix, a beginning has been made in the establishment of such secondary technical schools, but, in the words of the report, "its execution will be tedious and costly". In Bavaria the Industrie Schulen, which are technical schools of a grade inferior to the Polytechnic School, give both theoretical and practical instruction, the latter in some cases highly specialized, in preparation either for direct entrance on an industrial career or for further study in the Polytechnic School. In France technical French schools, schools of a somewhat lower type are being established all over the country. The one at Rheims, described at p. 75, is an excellent example of these schools. The boys from the Rheims school either enter the École des Arts et Métiers at Ch&lons, or go into manufactories or into business; in each case with a fair knowledge of theory and manipulation as mechanics or as chemists.
It is important to bear in mind that the French schools of the type of that at Rheims, though virtually advanced schools, now rank as superior elementary schools, to which the pupils are consequently entitled to claim admission without the payment of any fees.
Up to the present time, however, although a few foremen have received some theoretical instruction in schools of this kind, foreign foremen have not generally been technically instructed, but, as in England, are men who, by dint of steadiness, intelligence, and aptitude for command and organization, have raised themselves from the position of ordinary workmen.
The Continental weaving schools may on the whole, so far as their influence on trade is concerned, be ranked in the first and second categories, that is to say, they are attended by those who propose to become merchants, manufacturers, managers, or foremen. They are held in the highest estimation by some of the most intelligent and successful Continental manufacturers; of this there can be no better proof than the erection, in substitution for the one already existing, of the splendid new weaving schools at Crefeld, probably the most flourishing centre of the general silk trade, at the joint expense of the State, the locality, and the commercial body. Weaving schools for workmen, like the evening and Sunday school of Chemnitz, which must not be confounded with the superior weaving school of that town, are poorly attended, and can have had no sensible influence on the progress of textile manufactures. But there are in many places lectures on weaving and pattern designing largely attended by workmen.
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The French and German schools for miners, and the one which has been quite recently founded in Westphalia for workers in iron and steely differ from the preceding schools for foremen, inasmuch as they are reserved for the theoretical instruction of men who, having already worked practically at their trades, have distinguished themselves by superior intelligence and good conduct. Most of the German schools of this kind are founded or maintained by the manufacturers, and will, we feel confident, repay the trades, which have had the foresight and public spirit to create them, by training young men to become foremen and leading hands, willing and able to carry out with intelligence the instructions of their superior officers.
For the technical education of workmen, outside of the workshop, the resources of Continental countries have hitherto been, and are still, very much more limited than has been supposed in this country to be the case. In several of the more important industrial centres of the Continent there exist societies, such as the Sociétés industrielles of Mulhouse, Rheims, Amiens, &c.,the Société d'enseignement professionnel du Rhone, which has its headquarters at Lyons, and the Niederoesterreichischer Gewerbe-Verein of Austria; one of the chief objects of which is the development of technical education among workmen and other persons engaged in industry, by means of lectures and by the establishment of schools and museums of technology. These associations are supported mainly by the merchants and manufacturers of the district, to which their operations are restricted. In many cases they are founded and supported, or are greatly assisted, by Chambers of Commerce; these bodies abroad being incorporated and having in France considerable taxing powers over their members, are generally wealthier and more influential than those in our own country. In addition to these sources of income, the associations receive help from the municipality, and sometimes from the State. In Mulhouse, besides promoting education, the Society sees to the material well-being of the workmen by erecting, on a, large scale, labourers' dwellings (la cité ouvrière) and by organising savings banks and other economic arrangements; undertaking in this respect, on a smaller scale, what is done in this country by self-sustaining associations like building and co operative societies of the workpeople themselves. The society in Lyons has established numerous evening classes for elementary and technical instruction, which are attended chiefly by workpeople; and the South Austrian Trade Society, which has its central office in Vienna, has organised several technical day and evening schools for operatives of every grade, which are now under State control, and receive subventions from the Government. But although these Societies, under different names and with varied objects, are very numerous, their sphere of action is limited, and the facilities they offer for evening instruction in science and technology are inferior to those which are at the disposal of our own workmen. No organization like that of the Science and Art Department or of the City and Guilds Institute exists in any Continental country, and the absence of
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such organizations has been lamented by many competent persons with whom we came in contact abroad.
In two very important respects, however, the education of a certain proportion of persons employed in industry abroad, is superior to that of English workmen; first, as regards the systematic instruction in drawing given to adult artisans, more especially in France, Belgium, and Italy; and secondly, as to the general diffusion of elementary education in Switzerland and Germany. In some parts of these latter countries, great attention is paid to drawing in the elementary schools. In France, too, (where elementary education has hitherto by no means been so general as in the two former countries), in the case of those workmen who have had the benefit of regular elementary school training, more attention has been paid to elementary drawing than is the case in this country. There are also in all large towns in France, and to a more limited extent in other countries, numerous evening "conferences" and "cours" on almost every subject of interest in art, science and literature, which workmen have the opportunity of attending, as they are entirely gratuitous. Amongst these the most remarkable are the lectures given by eminent men at the Conservatoire des Arts et Métiers of Paris. Most of these are of the nature of lectures rather than of practical instruction. There are, however, in many places excellent and numerously attended Evening and Sunday technical classes, more especially in Belgium and Austria, and there can be no doubt that the instruction thus given, is already exerting a considerable influence on the capacity and intelligence of the workmen, and that this influence will be increasingly felt in the future.
In the evening schools of North Germany (Fortbildungsschulen) the studies of the ordinary elementary school are continued, the further instruction being confined mainly to book-keeping and rudimentary mathematics, with some notions of natural philosophy. In the evening schools of the same class in South Germany, the instruction given is of a more technical character than in the North.
For instruction in drawing, as applied mainly to decorative work in France, and to both constructive and decorative work in Belgium, the opportunities are excellent. The crowded schools of drawing, modelling, carving, and painting, maintained at the expense of the municipalities of Paris, Lyons, Brussels, and other cities absolutely gratuitous, and open to all comers, well lighted, furnished with the best models, and under the care of teachers full of enthusiasm stimulate those manufactures and crafts in which the fine arts play a prominent part, to a degree which is without parallel in this country. Instruction in art applied to industry and decoration is now pursued with energy in South Germany and in several of the northern Italian towns, and the influence of this instruction on the employment of the people is becoming very conspicuous in those countries. The Government schools of applied art in France, under the Decree of 1881, of which the Limoges Decorative Arts School is the earliest example, and
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which, like the above-mentioned schools are gratuitous, should be mentioned in this connection.
The technical lectures and classes to which we have referred are in nearly all Continental States held not only in the evening, but also, and in some branches, as in weaving, principally, on Sundays; and all the great museums and collections are open on Sundays. No one who has seen the crowds of orderly artisans with their families visit the splendid collections of the Louvre and the Conservatoire des Arts et Métiers on a Sunday can have failed to reflect on the powerful educational influence thus brought to bear on that important class of the population.
Home and village industries have been in some cases initiated, in others improved and extended, in districts where, from the poverty of the population and the scarcity of capital, special aids were essential, notably in Baden, Bavaria, and the Tyrol. In the schools established and maintained for this purpose, wood carving, and inlaying, clock-making, filagree work, basket-making, and other simple trades, for which there were local materials and aptitude, have been taught with considerable success. In some cases these industries have been so firmly and permanently established as to render unnecessary the further maintenance of the special schools. In the primary schools of the Black Forest, straw plaiting is taught to girls. Discriminating regard is paid to the capabilities of each sex. In "Women's Work" schools on the Reutlingen model, and in the Professional Schools for girls which have been established in France and the Netherlands, instruction is successfully given, qualifying girls for many useful occupations, though these are scarcely of the kind usually understood under the term of manufactures.
The report of Mr. William Mather to your Commissioners, on his six months' tour throughout the United States of America and Canada, for the purpose of studying the schools and factories of that continent, deserves the most careful perusal. It will be seen that Mr. Mather assigns greater influence on American manufactures to the general education of the American people derived from their common schools, than to their technical schools, the importance of which latter, however, in the training of civil engineers has been experienced for some years, though it has only more recently become recognised by those who are engaged in mechanical engineering and in metallurgical and manufacturing establishments of various kinds. This recognition is, however, now becoming universal. A decided preference is being given in the United States, for the positions of managers and heads of departments, to persons who have received a scientific training in a technical school, and the plan is followed in these schools of combining instruction in "application" with instruction in pure science. Although the conditions of American industry differ in many respects from our own, there can be no doubt that we may derive great advantage from a careful study of what is being done in the way of technical instruction in the United States, as, together with the elementary education of Canada,
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it is so graphically described by Mr. Mather. We may add that the accuracy of his statements and conclusions is generally confirmed by the accounts of technical instruction in America which we have received from other competent judges.
Not many years have passed since the time when it would still have been a matter for argument whether, in order to maintain the high position which this country has attained in the industrial arts, it is incumbent upon us to take care that our managers, our foremen, and our workmen, should, in the degrees compatible with their circumstances, combine theoretical instruction with their acknowledged practical skill. No argument of this kind is needed at the present day. In nearly all the great industrial centres in the Metropolis, in Glasgow, in Manchester, Liverpool, Oldham, Leeds, Bradford, Huddersfield, Keighley, Sheffield, Nottingham, Birmingham, The Potteries, and elsewhere more or less flourishing schools of science and art of various grades, together with numerous art and science classes, exist, and their influence may be traced in the productions of the localities in which they are placed. The schools established by Sir W. Armstrong at Elswick; by the London and North- Western Railway Company at Crewe; and those of Messrs. Mather and Platt of Salford, in connection with their engineering works, testify to the importance attached by employers to the theoretical training of young mechanics. The efforts of Messrs. Denny, the eminent shipbuilders of Dumbarton, for encouraging the instruction of their apprentices and for rewarding their workmen for meritorious improvements in details applicable to their work, are proofs of this appreciation. The evidence of Mr. Richardson, of Oldham, and of Mr. Mather, of Salford, is emphatic as to their experience of its economical value.
Without more particularly referring to the valuable work in the past, accomplished by the numerous Mechanics' Institutes spread over the country, many of them of long standing, we may point out that they are now largely remodelling their constitutions in order to bring up their teaching to the level of modern requirements, as regards technical instruction. The example of the Manchester Mechanics' Institute may be studied in this connection.
Moreover, as evidencing the desire of the artisans themselves to obtain facilities for instruction both in science and art, we must not omit to mention the classes established and maintained by some of the leading co-operative societies. The Equitable Pioneers' Society of Rochdale has led the way in this, as in so many other social movements. It is much to be wished that the various trades' unions would also consider whether it is not incumbent on them to promote the technical education of their members.
The manufacturers of Nottingham speak with no uncertain voice of the important influence of the local school of art on the lace manufacture of that town. Without the Lambeth School, the art productions of Messrs. Doulton could scarcely have come into existence. The linen manufacturers of Belfast
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are becoming alive to the necessity of technical instruction if competition on equal terms with foreign nations in the more artistic productions, is to be rendered possible. The new generation of engineers and manufacturers of Glasgow has been trained in the technical schools of that city. The City and Guilds of London Institute owes its existence to the conviction of the liverymen that technical instruction is a necessary condition of the welfare of our great industries.
Natural science is finding its way surely, though slowly, into the curriculum of our older English universities, and of our secondary schools. It is becoming a prominent feature in the upper divisions of the elementary board schools in our large towns. There are scarcely any important metallurgical works in the kingdom without a chemical laboratory in which the raw materials and products are daily subjected to careful analysis by trained chemists. The attainments of the young men who have been trained in the Royal Naval College at Greenwich recommend them for remunerative employment by our great shipbuilding firms.
In our relations with public bodies and individuals in this country during the progress of our inquiry, the greatest anxiety has been manifested to obtain our advice as to the mode in which technical instruction can be best advanced, and we have to acknowledge the readiness of the Education and Science and Art Departments to receive and act upon suggestions in matters of detail from individual members of the Commission, which it would have been pedantic to delay until the completion of our task. Amongst the suggestions which have thus been made was that of an exhibition of the school-work of all nations, which His Royal Highness the Prince of Wales has consented to add to the Health Exhibition of 1884. This exhibition will be an appropriate illustration of the account of foreign schools contained in the previous parts of this Report. Your Commissioners, during their continental visits, received from the authorities of technical schools numerous assurances of their cordial support and co-operation in such a display.
Thus, there is no necessity to "preach to the converted", and we may confine ourselves to such considerations as bear upon the improvement and more general diffusion of technical education at home, in accordance with the conditions and needs of our industrial population.
In dealing with the question of technical instruction in this country we would, at the outset, state our opinion that it is not desirable that we should introduce the practice of foreign countries into England, without considerable modification. As to the higher education, namely, that for those intended to become proprietors or managers of industrial works, we should not wish that every one of them should continue his theoretical studies till the age of 22 or 23 years in a Polytechnic School, and so lose the advantage of practical instruction in our workshops, (which are really the best technical schools in the world) during the years from 18 or 19 to 21 or 22, when he is best able to profit by it.
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We have, also, in the science classes under the Science and Art Department, to the intelligent and able administration of which it is our duty to bear testimony, a system of instruction for the great body of our foremen and workmen, susceptible certainly of improvement, but which, in its main outlines it is not desirable to disturb.
Moreover, in considering by whom the cost of the further development of technical instruction should be borne, we must not forget that, if it be true that in foreign countries almost the entire cost of the highest general and technical instruction is borne by the State, on the other hand, the higher elementary and secondary instruction in science falls on the localities to a much greater extent than with us; whilst, as to the ordinary elementary schools, the cost in Germany and Switzerland is almost exclusively borne by the localities; and this was also the case in France and Belgium until the people of those countries became impatient of the lamentable absence of primary instruction on the part of vast numbers of the rural, and in some instances, of the town population; an evil which large State subventions alone could cure within any reasonable period of time. With the exception of France, there is no European country of the first rank that has an Imperial budget for education comparable in amount with our own. In the United Kingdom at least one-half of the cost of elementary education is defrayed out of Imperial funds, and the instruction of artisans in science and art is almost entirely borne by the State. Hence, it will be necessary to look, in the main, to local resources for any large addition to the funds required for the further development of technical instruction in this country.
In determining what is the best preparation for the industrial career of those who may expect to occupy the highest positions, it is necessary to differentiate between capitalists who will take the general, as distinguished from the technical, direction of large establishments; and those at the head of small undertakings, or the persons more especially charged with the technical details of either. For the education of the former, ample time is available, and they have the choice between several of our modernized grammar schools, to be followed by attendance at the various colleges in which science teaching is made an essential feature, or the great public schools and universities; provided that, in these latter, science and modern languages should take a more prominent place. Either of these methods may furnish an appropriate education for those persons to whom such general cultivation as will prepare them to deal with questions of administration is of greater value than an intimate acquaintance with technical details. It is different in regard to the smaller manufacturers and to the practical managers, of works. In their case, sound knowledge of scientific principles has to be combined with the practical training of the factory, and, therefore, the time which can be appropriated to the former, that is, to theoretical instruction, will generally be more limited.
How this combination is to be carried out will vary with the trade and with the circumstances of the individual. In those cases
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in which theoretical knowledge and scientific training are of pre-eminent importance, as in the case of the manufacturer of fine chemicals, or in that of the metallurgical chemist, or the electrical engineer, the higher technical education may with advantage be extended to the age of 21 or 22. In the cases, however, of those who are to be, for example, managers of chemical works in which complex machinery is used, or managers of rolling mills, or mechanical engineers, where early and prolonged workshop experience is all-important, the theoretical training should be completed at not later than 19 years of age, when the works must be entered, and the scientific education carried further by private study or by such other means as do not interfere with the practical work of their callings. Many colleges of the class to which we have referred have already arranged their courses to meet these requirements, and some of them, as will appear from our reports of visits, have workshops for the purpose of familiarizing the students with the use of machine and hand tools.
It is to be regretted that nearly all of these very useful institutions suffer more or less from the want of adequate funds to enable them to provide for such a staff of professors as is necessary for the proper subdivision of the various subjects taught, and for the equipment of museums, apparatus, and laboratories of the various kinds essential to the practical instruction of the student. In this respect the provision in this country compares most unfavourably with that in the Universities and Polytechnic Schools of the Continent, even in spite of recent munificent benefactions like those of the late Mr. Charles Beyer of Manchester, the late Sir Josiah Mason of Birmingham, of the Baxter family at Dundee, the late Mr. Harris of Preston, the liberal gifts of Mr. Crawford to the Queen's College at Cork, and others. In speaking of benefactions, we do not overlook the noble endowment of Sir Joseph Whitworth for the encouragement of engineering by affording to able and promising young men, especially of the class of artisans, the means of obtaining theoretical combined with practical training - the former, in institutions of the kind we have referred to.
The best preparation for technical study is a good modern secondary school of the types of the Manchester Grammar School, the Bedford Modern School, and the Allan Glen's Institution at Glasgow. Unfortunately our middle classes are at a great disadvantage compared with those of the Continent for want of a sufficient number of such schools. The transfer of the functions of the Endowed Schools Commissioners to the Charity Commissioners has not had the effect of increasing the rate of progress in the reorganization of our secondary schools. We consider it to be essential that steps should be taken to ensure that this work shall be carried on with greater vigour in the future than it has been hitherto. We learn that there are still endowments available for education, amounting to upwards of £200,000 per annum, which have not been dealt with by the Commissioners. In the schemes for the new schools, the subjects of science and modern languages should form a very prominent part; and it would be desirable in
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some of these schools, especially in large towns (where classical schools are not wanting) in order to provide for the fuller teaching of these subjects, more particularly of mathematics, that the classical languages should be altogether excluded from the schemes of instruction. But the existing endowments are very unevenly distributed over the country; in many of the large manufacturing centres no resources of the kind exist; private enterprise is clearly inadequate to do all that is required in establishing such schools, and we must look to some public measure to supply this, the greatest defect of our educational system. It is to be desired that in the proposed reorganization of local government, power should be given to important local bodies like the proposed County Boards and the municipal corporations, to originate and support secondary and technical schools in conformity with the public opinion, for the time being, of their constituents.
Intelligent youths of the artisan classes should have easy access to secondary and technical schools by numerous scholarships, and the more promising students of them again to the higher technical colleges.
For the great mass of our working population, who must necessarily begin to earn their livelihood at an early age, and from whom our foremen will be mostly selected, it is essential that instruction in the rudiments of the sciences bearing upon industry should form a part of the curriculum of the elementary schools, and that instruction in drawing, and more especially in drawing with rule and compass, of a character likely to be useful to them in their future occupations as workmen and artisans, should receive far greater attention than it does at present. The importance of the first of these subjects has so far been acknowledged by the Education Department, that in all infant schools, simple lessons on objects and the more commonly occurring phenomena of nature, have been made obligatory. This system of instruction, if properly illustrated by the exhibition of the object itself, or of diagrams or models of the same, or by the simplest kinds of experiments, is an excellent foundation for the subsequent teaching of elementary science.
When, however, the child enters the elementary school, the teaching of science practically ceases until it reaches the upper division, inasmuch as the arrangement of the class subjects in the lower division is found in practice to exclude science from that division; only two subjects being allowed, of which "English" must be one, and "geography" may be another; this latter being generally preferred to the alternative subject of "elementary science". It appears to us that geography, if properly taught, is a branch of elementary science which need not be separated from science generally, and can well be taught along with the other branches of science, by means of the object lessons, which are described in the Code. Thus there would be only two class subjects instead of three, and in this way the connecting link which is now wanting between science as taught in the infant
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school and in the higher division of the elementary school would be supplied.
We could hardly overstate our appreciation of the value of the plan of giving instruction in natural science by special teachers as carried out in the board schools of Liverpool and Birmingham, where the employment of a well-qualified science demonstrator ensures the sound character of the instruction, whilst the repetition of the lesson by the schoolmaster enables him to improve himself in the methods of science teaching. This should, however, be supplemented by the establishment of higher elementary schools like those of Sheffield and Manchester, into which the more advanced pupils of the primary schools may be drafted, especially if the parents of those children should be able to keep them at school up to the age of 14 or 15 unassisted, or, if they are unable to do so, assisted by scholarships taking the place of the wages which they would otherwise earn. In these latter schools it is possible to provide efficient laboratories in which practical work is performed by the pupils, whilst this cannot adequately be done for the ordinary primary schools. Youths having the advantage of such instruction will be well prepared to avail themselves at a later period of the classes of the Science and Art Department and of the technical classes under the auspices of the City and Guilds Institute, which are now so numerous, and many of which are under excellent teachers.
The evidence given before us leaves no doubt that the directors of both these institutions use every effort in their power to secure sound and practical teaching in these classes, so fur as that can be effected by assistance in training the teachers, and by careful testing in their examinations of the results of the instruction given. In regard to the first, much is to be hoped for from the increasing number of teachers who are now able to take advantage of the high scientific instruction given in the Normal School of Science at South Kensington, as well as from the pecuniary assistance offered by the Science and Art Department to science teachers desirous of attending the courses and laboratories of various provincial colleges; whilst for teachers of technology a great step in advance will be made when the Central Institution of the City Guilds is in operation. As to the latter, that is to say, the thoroughness of the instruction given in the classes, more close and frequent inspection than at present is much to be desired; a higher payment for the more advanced grades of several subjects should be made, than is now the case; and practical laboratory work in the higher grades in science should be more generally demanded.
An important point to which the attention of the inspectors should be more particularly directed, is to ascertain that proper apparatus and appliances are provided for practical work in these classes.
With reference to the subject of drawing, we cannot too often call attention to the extraordinary efforts which are being made abroad for instruction in art, more especially as applied to
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industrial and decorative purposes, and to the important influence of this instruction in furnishing employment for artisans on the Continent. Without depreciating what has been done in this direction by the schools and classes under the auspices of the Science and Art Department in this country, and whilst fully alive to the importance of the organization which tends to the diffusion of art instruction over a wide area, your Commissioners cannot conceal from themselves the fact that their influence on industrial art in this country is far from being so great as that of similar schools abroad. This is due, no doubt, to some extent to the want of proper and sufficient preparation on the part of the students, owing to the inadequate instruction they have received in drawing in the elementary schools.
Your Commissioners are aware that the number of children who are supposed to learn drawing in elementary schools is considerable, but it is small compared with the total number in attendance, and it is, we have reason to believe, diminishing. We have ascertained by inspection that the instruction is in far too many cases of little value. Instead of a mass of inferior drawings being sent up once a year to South Kensington for examination there, it is necessary that the instruction in drawing in elementary schools should be as carefully supervised on the spot by the Whitehall Inspectors as is that in other branches of primary education. In nearly all the places abroad which your Commissioners have visited they have found that drawing is an obligatory subject of instruction in the primary school, and that it is regarded as of equal importance with writing. The number of hours which the children devote to lessons in drawing abroad is frequently as many as three per week, whereas in England the subject is not only not obligatory, but in about three-fourths of our elementary schools no instruction whatever is given in this subject, and in those schools in which drawing is taught, the time devoted to it rarely exceeds one hour per week, and even that not always regularly. This want of attention, together with the absence of competent teachers, proper models and methods, and adequate inspection, fully accounts for the inferiority to which we have referred. The training of teachers for the Irish national schools includes special instruction in drawing, and a grant for drawing is made to primary schools in Ireland by the Commissioners of National Education. The drawing in some of the schools of the Christian Brothers, and in some of those under the Board of Intermediate Education, is good.
Your Commissioners are of opinion that sound instruction in the rudiments of drawing should be incorporated with writing, in all primary schools, both for girls and boys, by which, also, according to the experience of competent authorities, the writing would be much improved. Something in this direction has already been done in many good infant schools, where children of the age of six draw triangles, squares, oblongs, &c., on their slates. This exercise is repeated on the day of inspection and is taken into account in estimating the value attached to "appropriate occupations".
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We have observed with satisfaction the recent circular (Art Form, No. 1194) of August 1883, prescribing the new exercise of drawing to scale. We believe the principle therein laid down to be excellent, and we trust that the school managers and teachers will avail themselves of the advantages offered to them in this alteration in the First Grade work. The permission recently accorded to teachers to give instruction in drawing and modelling to the children of the elementary schools, out of the ordinary school hours, is also likely to prove very advantageous.
We are of opinion that more attention than has hitherto been devoted to it, should be directed to the subject of modelling, in the elementary school. We notice that by a recent addition to the Art Directory small classes in modelling may now claim a local examination; we believe this to be a most salutary regulation. Modelling is an exercise of great importance to the future workman, and its rudiments can well be taken up, as in Continental schools, at the earliest age.
Assuming such preparation in the infant and elementary school as we have here suggested, the progress of subsequent instruction in art classes would be immeasurably more rapid. Whether the attendance in any given locality will ever be so great in this country, where the instruction has to be paid for, as in France, Belgium, and elsewhere, where it is gratuitous, is a matter for grave doubt. However this may be, there are two points in connection with the instruction in art schools and classes as bearing on industrial pursuits, which require careful attention. The first is one which we are glad to perceive is now fully appreciated by the Science and Art Department, viz., the advantage of substituting practice in rapid, but correct, execution, in place of the method of stippling, which was formerly not sufficiently discouraged in art schools and classes; greater attention also than hitherto should be given to modelling. The second point relates to industrial designing. This, for a variety of reasons, the chief of which are the want of sufficient knowledge of manufactures on the part of the art teachers and the absence of sympathy evinced by the proprietors of industrial works, has, with some notable exceptions, not received sufficient attention in our art schools and classes. In fact, there has been a great departure in this respect from the intention with which the "Schools of Design" were originally founded, viz., "the practical application of (a knowledge of) ornamental art to the improvement of manufactures". Large grants of public money for teaching art to artisans in such classes can scarcely be justified on any other ground than its industrial utility.
On the subject of the teaching of industrial design, we are of opinion that the Science and Art Department may with advantage depart from their principle, as at first laid down, of granting encouragement to design only, so far as to award grants for specimens of applied art-workmanship in the materials themselves, as a test of the applicability of the design and as a reward for success in overcoming the technical difficulties of the manufacture.
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It seems scarcely fair that well executed art-work by a student, say a richly chased piece of silver plate, should obtain only the same recompense as the design for the same object on paper. We are aware that special vigilance would in this case be required in order to prevent the use of such rewards for trade or for other than educational purposes.
It appears from the evidence, with which we include a remarkable letter from M. Willms, the eminent designer of Birmingham, that it would be well if persons practically acquainted with the application of design to industrial manufactures were more extensively consulted in the award of prizes for industrial design. We are aware that this is now done in some measure, but, however eminent may be the gentlemen whom the Department has been in the habit of consulting, it is unlikely that the small number of these should be sufficiently familiar with the vast varieties of "applications" to have the special knowledge requisite for judges in the large number of trades in which design forms an important element.
Amongst the most important means of stimulating industrial art education and of spreading a knowledge and appreciation of art throughout the country, is the foundation of local museums of applied art of such a character as is best adapted to advance the industries of the districts in which they are situated.
Stimulated by the advice and influence of the Director of the South Kensington Museum, and with the liberal aid of private benefactors, such collections have been provided in the local art museums at Sheffield, Derby, York, and elsewhere. In Manchester also, steps have been taken to found an industrial museum, and the Corporation has acquired the famous Bock collection of textile fabrics for this purpose. The Manchester, Birmingham, Stoke, and other galleries ore open on Sundays, and are visited by increasing numbers of orderly working people. It is very desirable that similar facilities should be provided for the inspection of our metropolitan museums and collections. We are of opinion that the connection between these museums and the local schools of art should be of an intimate character. Indeed, in this respect much may be learned from foreign countries where many such museums exist and exert great influence on manufactures. Further we must express strong approval, in which we merely repeat the opinion offered by competent witnesses both at home and abroad, of the system of circulating among the local museums collections of works of art from the national collection at South Kensington. The value and utility of these collections are greatly enhanced by suitable manuals and guide books well illustrated and sold at a cheap rate. These serve to explain to visitors of the artisan classes the features most worthy of notice.
Whilst we fully admit the force of the contention that the contributions of the State to the foundation and maintenance of museums will be of the greatest service to the country at large, if applied mainly to central institutions, like those of the metro-
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polis, of Edinburgh, and of Dublin, we highly approve of the grants to provincial museums of reproductions, either gratuitously, or at a very low price. Those grants may even, in the case of typical museums situated in some of the chief industrial centres, be extended with advantage to original examples of art, and of manufactures, calculated to increase the knowledge and improve the taste of those (more especially of the artisan,) engaged therein.
Your Commissioners believe that the grants now made in aid of the buildings for local schools of science and art and for industrial museums in connection with them, limited as they are to a maximum of £500 for art schools and the same sum for science schools, coupled also with the requirements that they shall be given only for buildings under the Free Libraries Act, or in connection with schools of art, require revision, and tend rather to discourage local effort than otherwise; inasmuch as they give an erroneous impression of what is really required in order that suitable buildings may be provided.
Your Commissioners highly approve of the recent foundation of scholarships to promising students in the science classes of the Science and Art Department, enabling them to continue their education at various higher schools. The limitation of the available funds appears to have rendered necessary in consequence of this step, the abolition of the Queen's Prizes, given for success in the elementary stages, and the substitution of honorary certificates in place of them. We find there is an opinion prevalent that these certificates will not afford sufficient stimulus to certain students. It is to be hoped, however, that a small addition to the customary local prize funds will be readily subscribed to supply this deficiency.
But all these institutions and measures will not alone accomplish the object aimed at. For this the localities must rely far more than has been the case hitherto on their own exertions. Teachers should know that they labour under the eye of those who are interested in the work being thoroughly and conscientiously done. The organization and efficiency of the science schools at Oldham and Keighley are conspicuous examples of what may be done in regard to the scientific and technical instruction of artisans where local employers take an active and intelligent interest in the work. The Oldham School of Science and Art may, so far as science teaching is concerned, be regarded as the type and example of what evening schools should be; and the existence of similar efficient and flourishing schools in all our industrial towns would greatly contribute to confirm our industrial position. The remuneration of teachers should not depend to so great an extent as at present on the grants from head-quarters. School Boards should be authorised to establish and conduct science and art classes for artisans, and, where no school boards exist, power should be given to the local governing bodies to establish or support such schools. If the teaching is not entirely gratuitous (and the regularity of attendance in the art classes in the French and Belgian cities, and in the science classes in Liége, Seraing, and elsewhere
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shows that it is a prejudice to suppose that people only appreciate what they pay for), the fees ought to be on the lowest possible scale.
Your Commissioners have had before them deputations of representative working men who have expressed their views on the wants of the working classes with respect to the teaching of science and art, and who have stated that the assistance afforded by the Department is not sufficiently directed towards the requirements of their several trades. We believe that many workmen are disposed to attach too little value to the importance of acquiring a knowledge of the principles of science, because they do not see their application; we are of opinion that whenever it is possible persons engaged in the trade taught and having scientific knowledge should give instruction to workmen, and we have ascertained that a large number of such teachers are registered under the Examination Scheme of the City and Guilds of London Institute. We visited classes of this character at the Polytechnic Institution in Regent Street, at the Manchester Technical School, the Lyceum at Oldham, and at other places, some of which were excellent.
The City guilds are trying a most important experiment in their practical classes. If empiricism be avoided, a great point will be gained by the attraction to working men and women of a mode of instruction in which the direct application of scientific principles is the means by which a knowledge of those principles is conveyed to their minds. As to this point, we refer to the almost unanimous expression of opinion contained in the letters of eminent manufacturers in reply to our circular asking their advice as to the best means of promoting technical instruction (see Appendix, Vol. III.).
We cannot dismiss this branch of the subject without calling attention to the educational value of the museums of natural objects now found in many of the modern elementary schools of the Continent. Probably the best examples of such collections are those of the Normal School of Brussels and of the elementary schools of Zurich. Collections of natural objects, pictures, and diagrams, are of the greatest assistance for illustrating object lessons in rudimentary science to children of the earliest years.*
Many persons who have paid attention to the working of free libraries in our large towns are of opinion that the benefit of these might be extended to elementary schools, by placing at the disposal of such schools, books of a character calculated to interest children of school age. Amongst these books some suitable technical works, especially illustrated ones, might be included. These school libraries would be of the nature of the branch libraries which are now attached to many of the free libraries of our large towns.
Your Commissioners, after having had the opportunity of further considering the value of manual work as a part of
*A report to the Minister of Public Instruction, just received, proposing the establishment of art museums in all the public schools of France, will be found in the Appendix.
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primary instruction, and after having seen such work introduced into elementary schools of various grades in other countries besides France, are able now to express a stronger opinion in its favour than at the time of their First Report. They do this with greater confidence because, in consequence partly of the suggestion contained in that report, the experiment of introducing manual work into primary schools has been successfully effected by at least two School Boards in this country, viz., those of Manchester and Sheffield. Your Commissioners have had the opportunity of inspecting the manual work of the pupils both at the Manchester Board schools and at the Central School in Sheffield, and they are satisfied that such work is very beneficial as a part of the preliminary education of boys in this country who are to be subsequently engaged in industrial pursuits, even though it should not, as, however, it probably will do, actually shorten the period of their apprenticeship.
Your Commissioners see no reason why, since grants are made on needlework in girls' schools, they should not be made on manual work in boys' schools. This instruction may be given so as not to interfere with the ordinary work of the school. It has been proved that this can be done, the boys being most eager to return for handicraft teaching after school hours.
Whenever more attention shall be given to drawing, and especially to mechanical and geometrical drawing, in the ordinary and the higher elementary schools, it will be proper and desirable that the work executed in the shops attached to these schools should be made from drawings prepared by the children themselves.
We need scarcely say that the success, not only of technical, but of the ordinary elementary instruction of our working population, depends upon the regular attendance of the children at school, and upon their remaining there sufficiently long to ensure that the knowledge acquired shall leave some lasting impression on their minds. As will have appeared from other parts of this report, the children of the workpeople of Germany and Switzerland, with few exceptions, remain at school till the age of 14 years, and in some of the German States are required to continue their elementary instruction two years longer, in evening and Sunday schools, if their examination at 14 has not been satisfactory. The wages of the parents in these countries are generally lower, and the sacrifice of their children's earnings is consequently felt more than with us. The efficiency of the American workmen is mainly attributed, by all who have inquired into the subject, to the primary education acquired by them during a prolonged attendance at school. In our own country great diversity prevails as to the standard authorising the employment of children as full-timers. In Scotland this will be remedied by the Act of last session. After next year no child, under the age of 14 years, can be employed on full time in Scotland unless it has passed the Fifth Standard. We have no doubt that all classes interested in industry will quickly reap the
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benefit of this amendment of the law, and we see no reason why this regulation should not be extended to England and Wales, so far as it applies to factories and workshops.
We have avoided, in the foregoing statement, making special observations on the merits or defects of the various scientific and technical colleges and schools which are at work or in course of establishment in this country, but we think it due to those who have founded and those who are conducting these excellent institutions to state that all of them, in each of the three divisions of the United Kingdom, are, in spite of limited means, producing good results. It is most praiseworthy on the part of the professors and teachers that they devote themselves to the important work of tuition for salaries so small as those which they as a rule receive, when many would, by employing their scientific and technical knowledge in private enterprise, obtain much larger pecuniary remuneration. We may remark concerning the colleges that it is not necessary that all of them should be of the highest type. To enable the relatively small number of persons capable of occupying the highest industrial positions to acquire the most complete education of which modern science admits, only a few well equipped institutions of high rank are needed. It is, however, of national importance that these few should be placed in such a position of efficiency as to enable them to carry out successfully the highest educational work in the special direction for which circumstances, particularly of locality, have fitted them; your Commissioners believe that no portion of the national expenditure on education is of greater importance than that employed in the scientific culture of the leaders of industry.
Your Commissioners fear that the belief in the efficacy of training of this highest character, is, in England, at present small amongst those whom it will ultimately benefit; and yet there are few countries in which so many investigations have been made, the practical bearings of which were not at the outset apparent, but which have in the end led to the most important practical results. The discovery by Faraday of magneto-electricity, and by Joule of the mechanical equivalent of heat, at once occur as examples. The Englishman is accustomed to seek for an immediate return; and has yet to learn that an extended and systematic education up to, and including, the methods of original research, is now a necessary preliminary to the fullest development of industry. It is, amongst other elements of progress, to the gradual but sure growth of public opinion in this direction, that your Commissioners look for the means of securing to this country in the future, as in the past, the highest position as an industrial nation.
We desire to express our satisfaction at the recent establishment of weaving and dyeing schools in the north of England, and of mechanical laboratories in several localities. The utility of weaving schools to proprietors and managers of factories, and to merchants who desire to become acquainted with the processes of the manufacture of the goods in which
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they deal, has been so clearly demonstrated on the Continent, that we need adduce no further arguments in their favour. The weaving and dyeing schools of Leeds have been established and are maintained entirely by the Clothworkers' Company of London. We regard this as one of the most useful and appropriate purposes to which a portion of their funds could have been devoted. The mechanical laboratories and mechanical drawing schools at Nottingham, Sheffield, Huddersfield, and elsewhere, will be of the greatest service in enlarging the knowledge and experience of young artisans who are kept continuously at one branch in their daily work.
The teaching of art and science subjects, in the Training Colleges of Great Britain for elementary school teachers, is very defective. The inspection on the part of the Science and Art Department has, until lately, been greatly neglected, owing to the divided responsibility for the Colleges, of the Education Department and the Kensington authorities. The answers received by the examiners to such questions as the following "Write out the heads of a lecture to an elementary class on the chemical and physical properties of water, mentioning the experiments which you would show, and your object in showing them", prove conclusively that the students have no idea as to how such a simple matter ought to be brought before a class. It would greatly conduce to sound and efficient training in science, and particularly in the methods of teaching, if those students in training who have shown an aptitude for science work could be sent annually to the Normal School of Science at South Kensington, or to other approved efficient institutions. The provision for art-teaching in most of the Training Colleges is inferior even to that at present made for science, and an entire reform in this respect is urgently needed; and similar measures should be taken for systematic instruction in art as in science. Considerable attention is, as we have said elsewhere, paid to drawing in the Normal School in Dublin, where it is taught by a competent art-master.
The School Boards of our great cities are fully alive to the defective character of the instruction of pupil-teachers. In London, Liverpool, and elsewhere, they have endeavoured to apply a partial remedy by introducing joint instruction, under special teachers, qualified in each subject, instead of having each headmaster to instruct the pupil teachers of his own school in every subject. The Education Department has also taken a small step in the right direction, by somewhat limiting the number of hours that the pupils may be employed in teaching, so as to give them a little more leisure for learning. No considerable improvement can, however, be expected until the great school boards are authorised to establish colleges for training teachers. These colleges would be day schools and need not receive from the State enormous capitation grants like those now given to the English denominational Training Colleges, but only small allowances like those granted to the day students in those of Scotland.
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In concluding this part of our subject, we deem ourselves justified in giving, at the risk of repeating some of the statements we may have made in the earlier parts of our report, a short review of the work initiated, controlled, and contemplated by the City and Guilds of London Institute, inasmuch as this important organization has been created in order to promote the technical instruction of persons of every grade engaged in industry.
The Institute had not been in existence very long when your Commissioners were appointed, and consequently they have scarcely had the opportunity of estimating the value of the work it is doing in some of its branches. Even now that work is in many parts of the kingdom unknown, and this is particularly the case in Ireland. In Dublin, Cork, and in many other Irish towns, nothing was known at the time of our visit of the encouragement to technical instruction offered by the Institute's scheme of technological examinations, whereas in Belfast advantage has been taken of it; and the establishment there of a technical school, for instruction in the weaving and dyeing of linen, and in mechanical engineering, is largely due to its action.
The Central Institution, which is not yet opened, is intended by the Institute to fulfil functions resembling those of the great Polytechnic Schools of the Continent Your Commissioners have examined the proposed scheme of instruction embodied in the Report of the Institute, and they have also inspected the building, which is nearly complete. They consider that, as the number of technical classes and technical schools increases, as it is likely to do, the want of such an institution as that in Exhibition Road for the training of teachers will be more and more felt. It will be of great advantage as a technical high school for the metropolis, which is, in fact, one of our greatest industrial centres. It is intended to afford additional facilities for the prosecution of original research in science. In order, however, that the Institution may effect the purpose for which it is intended, it should be well endowed, both for the provision of adequate special instruction, and also for the establishment of exhibitions to defray the cost of maintenance of poor students whilst pursuing their studies. Without expressing any positive opinion as to the amount required for this purpose, your Commissioners fear that the annual sum at present subscribed by the Livery Companies is inadequate to the future requirements of the Institution.
As regard's the Finsbury Technical College, your Commissioners believe that the evening classes connected with it are giving valuable technical instruction, such as is greatly needed by the artisans of the district in which the school is situated. The practical laboratory instruction in the applications of electricity to trade purposes is worthy of special mention.
The programme of the day school is well devised, and the offer of scholarships to the principal middle class schools of the metropolis, which, enable select pupils therefrom to continue their education at the Finsbury College, is a good feature in the scheme. Considering the want that is generally felt of good trade
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schools into which promising pupils from the upper standards of the public elementary schools may be drafted, your Commissioners are of opinion that a more intimate connection of the day department of the Finsbury Technical College with the elementary schools would also be desirable.
We think that similar trade schools, in which the curriculum consists mainly of practical science teaching, workshop instruction, drawing, and modern languages, might with advantage be established in other parts of London.
Your Commissioners examined with great interest the work of the South London Technical Art School. The teaching of this school has had a direct bearing upon the important manufacturing works of Messrs. Doulton; and in few cases have we been able more definitely to ascertain the extent to which technical instruction has benefited a local industry. In many other branches besides that of the manufacture and painting of pottery, the teaching of design in connection with the material to which it is to be applied, would be undoubtedly advantageous. In this school practical instruction is also given in wood engraving, and a class is about to be formed in enamelling; the City and Guilds of London Institute might usefully extend this kind of teaching in other directions.
By means of the Institute's scheme of technological examinations, classes have been formed in all the large manufacturing towns, in which the instruction is more specialised, according to the requirements of persons engaged in different industries, than has been thought desirable in the State-aided classes which are held under the direction of the Science and Art Department. It will be seen by the collection of letters from eminent manufacturers in the Appendix, that classes of the former kind are greatly valued and regarded as deserving of continued encouragement.
The regulation of the Institute which restricts the payment on results to the case of candidates engaged in the industries to which the examination refers, is a good one; and the introduction of practical tests and the importance which the Institute attaches to preliminary science-knowledge, and to skill in drawing, are to be commended. From the rapid increase in the number of candidates for these examinations during the last four years (the number in 1879 having been 202, and in 1883, 2,397), it may be assumed that, as they become more generally known, that number will still further increase, and that much larger funds will be required in payment to teachers on results.
We consider that the Institute has rendered efficient service to technical education by means of the contributions it has given to the establishment of technical schools in the great centres of manufacturing industry, where they are even more necessary than in the metropolis. The Institute appears to have distributed its grants with judgment and discretion, and in many cases, notably in Nottingham, Manchester, Sheffield, and Leicester, its contributions have had the effect of stimulating local effort in the establishment of new technical classes.
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Your Commissioners are able generally to endorse the several schemes of technical instruction, now in operation or about to be carried on by the City and Guilds of London Institute; and, in view of the efficient and permanent working of these schemes, we should be glad to see the funds of the Institute made fully adequate to the efficient carrying out of the objects it has in view, which in our opinion is not yet the case. We think it is of importance that the grants made by the contributing Livery Companies should be placed upon a permanent basis.
Whilst the preceding remarks apply to the United Kingdom as a whole, including those portions of Ireland, and more especially of the province of Ulster, in which the factory system is fully developed, other portions of the latter country require to be separately considered. In saying this, we refer more particularly to the poor and remote districts of the West.
Before proceeding to this part of the subject, however, we would refer very shortly to the question of technical instruction suitable for foremen and workmen in Dublin. Whilst science and art classes, many of them very successful, are to be found in several of the important towns of Ireland, there are scarcely any science classes at work in Dublin. Various reasons were assigned to us for this state of things, some of them of a kind into which it is not expedient that we should enter. At the same time, there is in Dublin the Royal College of Science, with a staff of competent professors, an admirable technical museum, and laboratories fairly well equipped for practical work. It appears from the evidence that of the small number of students who follow a complete course of instruction in this institution, about one-half are Englishmen, holders of the Royal Exhibitions of the Science and Art Department, scarcely any of whom become teachers of science in Ireland. There are no short summer courses at the College, like those at the Normal School at South Kensington, for the instruction of science teachers. There are we are aware some courses of evening lectures, but although the laboratories of the College are the only ones in Dublin available for practical evening instruction, such instruction in science and in mechanical drawing forms no part of the arrangements of the college. It appears that by the rules of the Science and Art Department, the professors of the College cannot earn grants on the results of instruction in science, as would be the case if they were ordinary science teachers. We are of opinion that so long as the effective work of the College in preparing associate students, and more particularly Irish students, is so limited in area as at present, evening classes with practical laboratory work should form a part of the regular College courses, and that the remuneration of the professors should depend in part on the success, or at any rate on the regular attendance, of students at such classes.
We would also remark that we have received evidence of a very contradictory nature as to the teaching of science in the Irish Intermediate Schools. We believe, however, that it is
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engaging the attention of the Board of Intermediate Education, and we only deem it necessary to state in reference to this subject, that efficient instruction in science will not be possible in those schools unless they are provided with proper laboratories, which in most, if not in all of them, are at present entirely wanting.
But the most important part of our task with regard to Ireland, is to consider the possibility of improving the industrial conditions of the poor and remote districts of the West, by means of technical education.
By the courtesy of Sir Patrick Keenan, K.C.M.G., the Resident Commissioner of National Education in Ireland, your Commissioners have been furnished with what they understood to be a complete set of the books used in the Irish National Schools. They find that these books are well adapted for the literary instruction of the children of various ages in those schools, and that they contain much interesting information on the natural features and resources of Ireland. But, except as to agriculture, they do not afford adequate assistance towards graduated instruction in industrial processes, or in the rudiments of the sciences on which those processes are founded. As the Irish National Education Commissioners are by their regulations mainly responsible for the selection of the books used in the schools, this defect should receive their early attention.
There is a general consensus of opinion on the part of persons of all ranks in that country, whatever may be their views on other subjects, that the prosperity of the poorer districts of Ireland may be greatly promoted by technical instruction in handicrafts and in home industries. There is a conviction not less general, and it is one which our visits have fully confirmed in our minds, that the children and young people of Ireland of the labouring class possess great manual dexterity and aptitude, which only requires to be developed in order to be useful to themselves and to those amongst whom they live. As evidence of this, we need only refer to the remarkable success of the Christian Brothers, and to that of the ladies of Religious Orders, in training children and young persons for handicrafts, in Industrial Schools and Institutions of a like nature. There appears to be no reason why similar instruction to that which is given in these schools should not be given elsewhere, if the necessary funds and teachers are forthcoming. We have shown that instruction of this kind given on the Continent to persons in remote districts, who would otherwise be idle, has added materially to their resources, both directly, and by training them for employment in larger industrial concerns, and we have ascertained that no great expenditure of public money has been required in order to produce these effects.
Not only is instruction of this kind deemed to be desirable, but we have found that there is a willingness on the part of benevolent persons in Ireland to assist its promotion by subscriptions and in other ways. It is true that by some it has been proposed that the Government should itself initiate, if it did not entirely charge itself with this work, but we were happy to find there were others who
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would be quite satisfied if its utility received the imprimatur of the Government, and if the State offered rewards for the ascertained results of instruction of this kind. We are of opinion that successful work of this nature, whether it be conducted by individuals or societies or by religious bodies, deserves the recognition and reward of the Government. We think it no part of our duty to state which are the home industries best adapted to the conditions of different parts of Ireland. Each locality will be able to form its own judgment in regard to this, and due weight should be given by the Government to such local expression of opinion; payment in all cases being dependent upon the results obtained in the schools or classes. We do not think it would be possible for the Government to train teachers for a variety of home industries, but it might contribute to the payment of such teachers appointed by the localities; and it would be expedient to establish a class of itinerant teachers for service in districts where resident instructors cannot be maintained.
These suggestions apply even in a greater degree to the instruction of girls than of boys.
We need scarcely point out that, if it be deemed desirable to introduce manual instruction in the use of tools in elementary schools at all, this would apply in an eminent degree to the primary schools of Ireland. It was stated in evidence before us that in some parts of Ireland, ordinary handicrafts, like those of the mason, have become absolutely extinct. Whether the children remain in their own immediate localities or migrate to other parts of the country, or emigrate to our colonies or to foreign countries, such instruction leading up to their apprenticeship as skilled labourers, instead of their fulfilling, as is now too much the case, the part of mere hewers of wood and drawers of water, would be of the greatest value to them. We are happy to find that the authorities of the National Board of Education in Ireland appreciate the importance of introducing instruction in manual work into their schools. They have already begun to give instruction of this kind to some few of their teachers, with a view to qualify them for imparting it to the children in the schools; but, in order that this instruction may be satisfactory, it is important that the training of the teachers themselves should be systematic and thorough; and, obvious as this might appear to be, we do not hesitate to impress it upon the minds of the authorities of the National Board. Until the teachers are able themselves to give the instruction, it might be given by skilled and intelligent artisans. We have reason to believe that, whenever efficient teachers can be found, the National Board will be prepared to pay for the results of manual teaching in the primary schools. It is scarcely necessary to say that our statement with regard to drawing, in reference to schools generally, applies with equal force to the Irish schools. We may remark that the progress of children in learning home trades will be much more satisfactory if they have been trained at school in the use of the ordinary tools for working in wood and iron, and in drawing.
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We shall deal with instruction in agriculture in Ireland in the succeeding subsection, in which we review the separate report of Mr. Jenkins, and the evidence which we personally received in Ireland on that special branch of the subject.
Whilst dealing with Irish education, we cannot refrain from expressing our satisfaction at having found that public opinion amongst all classes in Ireland is in favour of some measure for gradually making primary education in that country compulsory. The subject is one surrounded with difficulties of a nature which appear to us to place the discussion of its details beyond the scope of our commission. We consider, however, that we should not do our duty if we did not express our decided opinion that no marked progress in the direction of technical education can be effected in Ireland, until primary education in that country has been placed on a proper footing.
AGRICULTURAL EDUCATION
As stated at the commencement of this Report, your Commissioners did not think that an inquiry into the instruction of the industrial classes would be complete unless it included some notice of the instruction of the large and important class of agriculturists.
We were unable ourselves to conduct this branch of the inquiry, except partially in regard to Ireland, but we trust that those who read the Report on Agricultural Education of our Sub-Commissioner, Mr. H. M. Jenkins, the Secretary of the Royal Agricultural Society of England, submitted herewith, will think that we have been well advised in placing the inquiry in his hands. As supplementary to his Report, your Commissioners refer to the Irish evidence in the Appendix, and to the narrative of their visits to the Royal Albert College at Glasnevin, to the Munster Dairy School, and to parts of the South and West of Ireland. We have not inquired into the state of agriculture, as an art, abroad and at home; to have done this would have lengthened the inquiry beyond measure, and it was the less needed, as this branch of the question has been incidentally treated in the recent Report of the Royal Commission on Agriculture. It will, however, be seen from the Report of our Sub-Commissioner that those best able to form an opinion attribute a great and beneficial influence upon the progress of agriculture to the agricultural schools of various grades of the Continent, and more especially to those like Hohenheim and Grignon, in which practice is combined with scientific teaching.
At a time like the present, when cheap railway and water conveyance of agricultural products from distant countries has completely changed the economical conditions of successful agriculture in Great Britain, it is of the greatest importance that those who are interested in the cultivation of the soil, whether as proprietors or as farmers, should not simply be familiar with existing practices at home, important as is such a
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familiarity, but that they should understand also the reasons which have caused these practices to prevail, in order to be able to decide to what extent they should continue to be pursued. They should likewise be acquainted with the nature and mode of cultivation of crops, the rearing and feeding of cattle, and the dairy practice, of other countries.* To impart knowledge of this description is the proper function of the Agricultural School. In Great Britain, the Agricultural Department of the Normal School of South Kensington, the Royal Agricultural College of Cirencester, and the College of Downton, are the only institutions for higher agricultural education; the former principally for training teachers, the two latter for the education of landowners, land agents, and farmers. The first of these has been so short a time in existence that no definite judgment of its results can be formed by the test of practical success or failure. But we agree with our Sub-Commissioner in thinking that the complete course of four years at the Normal School is inconveniently and unnecessarily long; that at least all students who propose to become associates should on entrance prove that they possess the amount of practical knowledge of agriculture which can be acquired by a year's residence on a farm; and that visits to farms, and factories connected with agriculture, during the recess, should be encouraged and rewarded by scholarships to those who have profited by them. Our Sub-Commissioner considers that colleges like those of Cirencester and Downton do not require "propping" by the State, but that scholarships tenable at those colleges might be given by the Government to deserving students in the agricultural divisions of county schools.
These agricultural divisions, which are intended by our Sub-Commissioner to provide secondary agricultural instruction, have still to be created. Mr. Jenkins proposes that farms should be attached to county schools, in which the pupils in the higher forms should be taught the principles and practice of farming, and should take part in farming operations and the management of stock. The experience of schools of this kind on the Continent, and of some isolated attempts in this country, shows that they cannot be self-supporting. He proposes that the locality (the county) should equip the school and, we suppose, the farm attached to it; and that the Government should contribute as liberally to the buildings as to those of schools of science. We can see no objection to the latter proposal, and we approve of the suggestion that the governing bodies of counties should have the power of establishing and maintaining agricultural schools, or contributing thereto, under proper conditions; we should
*The practice of growing beet-roots for the manufacture of sugar has been attended with most beneficial changes in Continental agriculture. This cultivation is carried on in countries varying remarkably in the conditions of climate in regard to heat and moisture. Should the recovery of ammonia in the manufacture of coke, and from the raw coal used in the blast furnace, be attended with the success which there is every reason to anticipate, the cheapening of nitrogenous manures may indicate some considerable changes in the agricultural practice of our own country.
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be glad to see this power conferred on them by the proposed measure for reorganising county government. But it would also appear to us that an active participation in the encouragement of secondary agricultural schools would be an object well worthy of our great National Agricultural Societies. Their funds have hitherto been devoted mainly to the encouragement by premiums, of improvements in cattle-breeding and in agricultural machinery. The commercial demand for animals of a high class and for implements of the best construction is now so great that any other than an honorary recognition of merit seems to be no longer required; and if a portion only of the money now distributed in prizes were offered in aid of local subscriptions for the addition of an agricultural department to the existing, and in many cases flourishing, county schools, it is probable that so desirable an experiment as that proposed by our Sub-Commissioner would very soon be carried into effect.
We are aware that the fact of the number of competitors for the Royal Agricultural Society's junior scholarships having been small may not encourage that great society to increase its efforts in the direction of agricultural education, but we believe with Mr. Jenkins that the fault lies in a great measure with the want of competent teachers, a want which is now in the course of being supplied by the Normal School of Science and otherwise. With respect to the classes in the "principles of agriculture" in connection with the Science and Art Department, which properly come under the head of secondary instruction, Mr. Jenkins is of opinion that "the attempt to teach the principles of a subject without first teaching its facts and phenomena is very much like trying to build an actual castle in the air". We quite agree in this opinion, and we consider it essential, even if it should involve some change in the programme of the Department, that the examiners should so arrange their questions as to ascertain as far as possible from his replies that the student is acquainted with the facts to which the principles are applicable, just as in chemistry, for instance, the examiner would not be satisfied with a mere knowledge of the laws affecting the combinations of chemical elements and compounds, but would expect the student to be acquainted with the nature and properties of the substances entering into combination. Unfortunately there is not the same room for a practical examination in agriculture as that which is now very properly required by the Department in other sciences. On the whole it may be expected that young men, following the profession of farmers, and acquainted with farming practice, will derive advantage from the classes in the theory of agriculture which are held in country towns.
Of our Sub-Commissioner's suggestions in regard to lower agricultural education in Great Britain, that which recommends the apprenticeship of youths to selected farmers is very important, if it can be carried out. There can be no doubt that, if competent farmers can be found willing to receive boys and girls as apprentices (the girls in the dairy), and to allow a part
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of their time to be spent in continuing their school instruction, as is suggested by Mr. Jenkins, there could be no better training for the pupils. The French Fermes-écoles and German Ackerbauschulen are examples of this kind of training.
His recommendations in reference to elementary schools in rural districts are more definite. We agree with him in thinking that instruction i, the theory and practice of agriculture should, in Great Britain, as it already does in Ireland, after suitable introductory schools, object lessons, form, in the upper standards, a part of the ordinary elementary subjects of rural schools, and should not be relegated to "class subjects"; and that, if time cannot otherwise be found for them, which we scarcely anticipate, some of the elementary subjects, such as the higher branches of arithmetic, should be transferred from the former to the latter category: and further, that encouragement should be given, by way of grants, to practical work on plots of land attached to such schools. One good result of this would probably be that the children, taking a more intelligent interest in farm work, would be less anxious to migrate from the country into the larger towns. It is probable that, if a demand existed for a practical knowledge of agriculture on the part of teachers in rural schools, some of the farmers' sons who at present unhealthily increase the competition for farms would qualify themselves to become elementary teachers.
The subject of agricultural education, which is of national interest in Great Britain, is a question of life and death for Ireland; we are happy to find that this is thoroughly felt both by the Government and by the people. There is progress in all directions. The Albert Agricultural Institution at Glasnevin, near Dublin, no longer confines itself to the instruction of young men who intend to become farmers or land agents, but is training teachers who will disseminate a knowledge of sound theory and likewise of successful practice throughout Ireland; for the Glasnevin farms, the 6-acre as well as the 100-acre, are pecuniarily successful. The Munster Agricultural and Dairy School, especially its dairy department, as will appear from the evidence given before us, is ascertained and acknowledged by all classes to be rendering eminent service to the farmers of the county of Cork. Every elementary teacher in Ireland is required to pass an examination in agriculture, and the science and practice of agriculture are taught to all boys in the three upper standards (or classes, as they are called in Ireland) of all rural schools. Last year nearly 45,000 boys were examined in this subject. Small farms are attached to some of these schools, and special grants are made for proficiency in practical agriculture, as tested on those farms. What is most encouraging is that the authorities of the National Board themselves are not satisfied with what is being done. They are anxious that more encouragement should be given to the patrons of schools to furnish them with small example farms; they admit that when this is done, results cannot be effectively gauged by their single
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agricultural inspector, Mr. Carroll, in addition to his duties as head of the Glasnevin Institution. Your Commissioners believe that the Board would gladly see the successful experiment of the Cork dairy school repeated in other parts of Ireland, each such school being established, as at Cork, by local effort, conducted by local managers in accordance with the wants of the locality, and supported in part by local subscriptions. Your Commissioners trust that the Treasury would see its way to encourage and aid such schools by grants out of Imperial funds.
The evidence shows that the members of some Boards of Guardians are not satisfied with the prevailing absence of agricultural instruction for the children in the Irish workhouse. They desire that the plots of land attached to the workhouses should be more generally used, than they now are, for this instruction.
At the same time the faults of the past are acknowledged. It was stated in evidence before us that the failure to introduce the cultivation of flax in the south of Ireland was due in a great measure to the ignorance of the instructors, and to their having persuaded the people to grow it on unsuitable land, with the result of stunted crops, badly prepared, and scarcely fit for the commonest tissues. That some of the instructors were ignorant, we cannot doubt; but the example of Flanders and other countries shows that flax can be grown on the poorest soils, provided that they are liberally manured, and receive such painstaking and assiduous cultivation as the peasants of those countries bestow on them. Failures, however, like that of flax culture in the South of Ireland, will induce the promoters of agricultural education in that country to proceed with caution, and not to raise a prejudice against it by schemes for which the teachers are not qualified and the learners are not ripe.
RECOMMENDATIONS
Having carefully considered what is desirable and practicable in regard to the general and technical instruction of the various classes engaged in industrial pursuits in this country, we humbly offer the following recommendations, which require the intervention of the Legislature or of public departments:
I. As to public elementary schools:
(a) That rudimentary drawing be incorporated with writing as a single elementary subject, and that instruction in elementary drawing be continued throughout the standards. That the inspectors of the Education Department, Whitehall, be responsible for the instruction in drawing. That drawing from casts and models be required as part of the work, and that modelling be encouraged by grant.
(b) That there be only two class subjects, instead of three, in the lower division of elementary schools, and that the object lessons for teaching elementary science shall include the subject of geography.
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(c) That, after reasonable notice, a school shall not be deemed to be provided with proper "apparatus of elementary instruction" under Article 115 of the Code, unless it have a proper supply of casts and models for drawing.
(d) That proficiency in the use of tools for working in wood and iron be paid for as a "specific subject", arrangements being made for the work being done, so far as practicable, out of school hours. That special grants be made to schools in aid of collections of natural objects, casts, drawings, &c., suitable for school museums.
(e) That in rural schools instruction in the principles and facts of agriculture, after suitable introductory object lessons, shall be made obligatory in the upper standards.
(f) That the provision at present confined to Scotland, which prescribes that children under the age of 14 shall not be allowed to work as full-timers in factories and workshops unless they have passed in the Fifth Standard, be extended to England and Wales.
II. As to classes under the Science and Art Department, and Classes under grants by the Department:
(a) That school boards have power to establish, conduct, and contribute to the maintenance of classes for young persons and adults (being artisans) under the Science and Art Department. That in localities having no school board the local authority have analogous powers.
(b) That the Science and Art Department shall arrange that the instruction in those science subjects which admit of it, shall be of a more practical character than it is at present, especially in the "honours" stage; that payment on results be increased in the advanced stages of all subjects, at least to the level of those now made for practical chemistry and metallurgy, and that greater encouragement be given to grouping.
(c) That the examinations in agriculture be made to have a more practical bearing.
(d) That metallurgy, if it be retained, be divided into groups, as (1) the precious metals, (2) those extracted from metalliferous mines, as copper, tin, lead, &c., (3) iron and steel. That mining be similarly divided into (1) coal and (2) metalliferous mining.
(e) That the inspection of science classes by the Science and Art Department, with a view to ascertain the efficiency of the instruction, and of the apparatus and laboratories, be made more effective, with the assistance, where necessary, of local sub-inspectors.
(f) That it shall not be a requirement of the Science and Art Department that payment of fees be demanded from artisans for instruction in the science and art classes.
(g) That in the awards for industrial design more attention be paid by the Department, than is the case at present, to the applicability of the design to the material in which
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it is to be executed, and that special grants be made for the actual execution of designs under proper safeguards.
(h) That the limits of the Building grants, under the Science and Art Department, to £500 each for schools of Art and of Science should be abolished, and the conditions attached to them be revised.
(i) That, in addition to the loan of circulating collections and the grant of art reproductions at reduced cost, contributions be made to provincial industrial museums of original examples tending to advance the industries of the district in which such museums are situated.
III. Training Colleges for elementary teachers:
(a) That the teaching of science and art in Training Colleges, and its inspection by the Science and Art Department, be made efficient, and that arrangements be made for giving to selected students in those Colleges greater facilities and inducements for the study of art and science in the National Art Training School and the Normal School of Science at South Kensington, the Royal College of Science for Ireland, and other Institutions of a similar class approved of by the Government.
IV. Secondary and technical instruction:
(a.) That steps be taken to accelerate the application of ancient endowments, under amended schemes, to secondary and technical instruction.
(b) That provision be made by the Charity Commissioners for the establishment, in suitable localities, of schools, or departments of schools, in which the study of natural science, drawing, mathematics, and modern languages, shall take the place of Latin and Greek.
(c) That local authorities be empowered, if they think fit, to establish, maintain, and contribute to the establishment and maintenance of secondary and technical (including agricultural) schools and colleges.
V. Public libraries and museums:
(a) That ratepayers have power, by vote, to sanction the increase of the expenditure, under the Public Libraries Acts, beyond its present limit, and that the restriction of the Acts to localities having 5,000 inhabitants and upwards be repealed.
(b) That museums of art and science and technological collections be opened to the public on Sundays.
VI. Special recommendations in regard to Ireland:
(a) That steps be taken at the earliest possible moment for the gradual introduction of compulsory attendance at elementary schools in Ireland.
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(b) That payments be made by the National Board, under proper regulations, on the results of the teaching of home industries to children, young persons, and adults; as well as in aid of the salaries of industrial teachers.
(c) That systematic instruction be given to primary school teachers, qualifying them to teach the use of tools for working in wood and iron, in the primary schools.
(d) That steps be taken by the Commissioners of National Education in Ireland for the provision of books calculated to assist the teachers of primary schools in giving graduated lessons in rudimentary science.
(e) That grants-in-aid be sanctioned by the Treasury to approved agricultural schools, and to approved schools for instruction in local industries.
(f) That practical evening science classes for artisans form part of the instruction in the Royal College of Science of Ireland, in Dublin.
(g) That the Board of Intermediate Education take steps to ensure the provision of adequate means for the practical teaching of science in the schools under their direction.
In addition to the preceding recommendations which necessitate action on the part of the Legislature or of the public authorities, or of both, your Commissioners make the following recommendations, requiring no such action, by way of suggestions for the consideration of those in whose power it is to comply with them:
I. That it be made a condition by employers of young persons, and by the trade organizations, in the case of industries for which an acquaintance with science or art is desirable, that such young persons requiring it, receive instruction therein either in schools attached to works or groups of works, or in such classes as may be available; the employers and trade organizations, in the latter case, contributing to the maintenance of such classes.
II. That the managers and promoters of science and technical classes should (a) so arrange the emoluments of teachers as to encourage them to retain their students for the advanced stages of subjects in which they have passed the elementary stage, and (b) that they should endeavour to group the teaching of cognate science subjects, as recommended by the Royal Commission on the Advancement of Science, and as provided for by the regulations of the Science and Art Department.
III. That scholarships be more liberally founded, especially for pupils of higher elementary schools, enabling them to proceed to higher technical schools and colleges.
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IV. That the great national agricultural societies give aid to the establishment in counties of secondary schools or classes for teaching agriculture.
V. That those responsible for the management of primary schools in Ireland, in the districts where farming is defective, attach small example farms to such schools wherever it is possible; and that boards of guardians employ the plots of land attached to workhouses for the agricultural instruction of the children therein.
VI. That the subscriptions given by the liberality of the City of London and of the different Guilds, to the City and Guilds Institute, be made adequate to the fulfilment of the work which that Institute has undertaken, including the equipment and maintenance of its Central Institution.
In closing our report, we think it right to recall the fact that the first impulse to an inquiry into the subject of technical instruction was given by the important letter of Dr., now Sir Lyon Playfair, K.C.B., of May 15, 1867, to the Chairman of the Schools' Inquiry Commission, in which he called attention to the great progress in engineering and manufactures abroad, shown at the Paris Exhibition of that year. In the course of our inquiry we have received much guidance from the letter on the subject by Mr. B. Samuelson, M.P., to the Vice President of the Committee of Council on Education, dated November 16, 1867; from the report of the Select Committee of the House of Commons on Scientific Instruction, 1868; the Report of the Royal Commission on the same subject; the papers by Mr. H. M. Felkin on Chemnitz, by Messrs. McLaren and Beaumont, and various other publications.
We desire also to express our thanks to the public authorities, to the owners and managers of industrial works, and to the numerous other persons, both at home and abroad, to whom we had occasion to apply for information, for the frank and courteous manner in which it was given to us; and also to acknowledge the prompt and valuable assistance which we received from the members of our Diplomatic and Consular services in the prosecution of our inquiry. All of which we humbly beg leave to submit for Your Majesty's gracious consideration.
(Signed) B. SAMUELSON.
H. E. ROSCOE.
PHILIP MAGNUS.
JOHN SLAGG.
SWIRE SMITH.
WM. WOODALL.
Gilbert R. Redgrave,
Secretary,
April 4, 1884.
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APPENDIX I
REPORT ON TEACHING DOMESTIC TRADES IN SOUTH GERMANY AND THE AUSTRIAN PROVINCES
To the Chairman and Members of the Royal Commission on Technical Instruction
GENTLEMEN,
In compliance with your request, we have travelled through some of the chief manufacturing districts of the Black Forest, and paid a visit to the Exhibition of Bavarian school work at Nuremberg, in order to inquire into the industries carried on by the peasantry in their own homes, and to study the schools and other means afforded by the Government for the furtherance and encouragement of domestic trades. Subsequently we examined a few of the Fachschulen, established by the Austrian Government for the instruction of the peasantry in various industries. On our first journey, acting on the advice of the Oberbürgermeister of Baden-Baden, Herr Gönner, who is the President of the Local School Council, we went first to Carlsruhe, the capital of the Grand Duchy of Baden, in which the chief portion of the Forest is situated. Here we had the advantage of meeting Herr Hofrath Wagner, who is the superintendent of the technical schools of the country. He explained to us the arrangement by which some of these schools are under the Minister of the Interior and Trade, and some under the Minister of Education and Justice. He advised us to see the Minister of the Interior, Herr v. Stösser, who is greatly interested in the promotion of technical education.
In the absence of Herr v. Stösser, we saw his private secretary, Herr Schenkel, and we had also the advantage of meeting the Chief Factory Inspector, Herr Wörishoffer. From these gentlemen we obtained a brief account of the different industries of the Forest, and a statement of what has been done by the Government for their development. The factory inspector informed us that the home industries of the country were everywhere on the decline; the various manufactures having nearly all reached the stage at which they pass from the hands of individual workmen into the control of the proprietors of small factories, employing machinery driven by water or steam power. The owners of such factories, owing to the greater subdivision of the work, can produce more cheaply than the peasant engaged in his own home. The conflict with the factory is at present a severe one, and the artisan working at home can earn only the barest livelihood, being everywhere paid less than the workman in the factory. He considered that the duty of the Government consisted in placing new and good designs before the workpeople, in keeping them constantly acquainted with what was being done by their competitors in other countries, and in assisting in the maintenance of local schools and exhibitions. He thought that State aid was very dangerously employed in granting subventions to, or in directly assisting home industries. The principle domestic industries of the forest are -
I. Clockmaking, chiefly carried on in the districts of Triberg, Villingen, and Neustadt.
II. Straw-plaiting - Triberg, Villingen, and Waldkirch.
III. Wood-carving - Furtwangen, Bernau, and St. Blasien.
lV. Tobacco, cigar, and cigarette making - Durlach, Bruchsal, Heidelberg, &c.
V. Cardboard box making carried on in Lahr.
VI. Silk weaving (ribbons) - Saeckingen, Wallshut, and Schönau.
VII. Wool and stuffs - Above districts, and also Schopfheim.
VIII. Pottery - Villingen, Hornberg, &c.
Schools for teaching watchmaking exist at Furtwangen; for wood carving at Furtwangen and Hornberg; and for straw-plait work at Furtwangen and at a large number of villages in the country districts. Permanent local exhibitions, some of them branches of the Trade Hall of Carlsruhe, exist in several of the smaller towns, as at Triberg and Furt-
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wangen, and an Art and Trade Exhibition of the industries of the Black Forest was held this year at Vöhrenbach.
We visited the clockmaking school at Furtwangen, and in the absence of the teacher we were received by Herr Koch, the principal of the wood-carving school held in the same building at the Gewerbe Halle. This school was founded with a Government grant in 1850. By means of lotteries and further grants, the Gewerbe Halle was erected and opened in 1874, and the school was transferred to the new building, and was reconstituted and formally opened in June 1877. The Government grant for this purpose was £650. The school is managed by a local council chosen from the surrounding districts, and consisting of eight persons. The annual budget is £360, of which sum the province of Freiburg contributes £25, and Villingen £50. The school is held in two small rooms, very unsuited for the purpose, and a new building is in course of erection by the local Gewerbe Verein (trade society) at a cost of from £1,250 to £1,500. There are at present 18 pupils. Most of them are admitted free, and many are supported by exhibitions which are given by the neighbouring towns, and may amount to £20 per annum. The school fee is £1 per annum. The students must have been previously engaged for at least two years in practical clockmaking before they can be admitted. The course lasts one year. In the morning they have theoretical studies, consisting of geometry, arithmetic, algebra, physics, mechanics, technology of watch and clock making, geometrical drawing, projection, technical drawing, book-keeping, and commercial arithmetic, together with 30 hours practical work per week in the shops in the afternoon. The lathes and tools seemed excellent of their kind, but the accommodation was very cramped.
By far the most important manufacture of the Black Forest is that of small carved clocks, many of them with musical accompaniments, known as cuckoo-clocks. In Triberg, and a group of small towns and villages surrounding it, known as the clock country, 13,500 people, the population of upwards of 90 parishes, are engaged in clockmaking. We went to Schonach, a village in the hills above Triberg, where almost every cottage is the home of a clockmaker. The houses are large and substantially built. They are generally a considerable distance apart, and are surrounded with meadow-land and pastures. In addition to the home workers there are three or four small factories in which the wheels and other parts of clocks (Uhrenbestandtheile) are made. In one of these, visited by us, there were about five or six workmen employed, and an apprentice. The power was derived from a small overshot wheel. There was a wire-cutting and straightening machine for preparing the pinions, a lathe for shouldering and tapering the pinions, some fine drills, a tooth-cutting machine, and a shaping machine for the wheel teeth, a small press for driving on the bosses, &c. The machinery was ingenious, and well adapted for its purpose. The rough castings, made in the village, were excellent. We were told that the men working piece-work in the factories could earn from two to three marks* per diem, though a very small proportion of the workmen earn the latter sum. In a second factory we visited subsequently, the movements made here were being fitted together and made into clocks. Carpenters were making the rough framework to contain the wheels, and others were preparing the varnished outer cases. The clock passed from hand to hand, one man adding the winding barrel, another the train of wheels, a third the escapement, and another placing the works into the case. The clocks were being packed up for sale in another part of the works. They seemed all pretty much of one pattern, and of a very common description. The proprietor informed us that he produced clocks of exactly the same kind as those that were made in the cottages. They went mainly to various parts of Europe. None now go to England or to America. The Americans not only supply themselves with cheap clocks, but they have driven out the Black Forest maker from the English markets. The people employed at clockmaking live, we were told, very poorly, mainly on potatoes, though we saw soup and meat in some of the cottages. The cottages are very large; some of them
*Marks = shillings nearly.
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contain as many as 12 families. Many people have only one or two rooms and a bit of land, probably about 20 perches, for which they pay from 10 to 14 marks rent per month. An old gentleman, mowing in a very wet meadow, was pointed out to us as the Bürgermeister of Schonach. We went into several of the cottages and saw the people at their work. The women were polishing the clock cases and the men were making the wheel-work. We were told here that an industrious worker at home could earn as much as a good workman in a factory. The water power is everywhere most ingeniously utilised, and the water itself, is, as in many parts of England, employed for irrigation on the steep hillsides.
Schonach is the seat of a considerable industry in straw plaiting. Nearly all the women we met were plaiting. The straw used is rye-straw, grown in the place. It is sorted according to its thickness into some eight qualities. Whole straw is used for all except the finest work. For this latter, split straw is used. There are several large dealers in plait who supply the peasant women with straw and purchase the finished plait. These dealers nave pattern cards with as many as 250 varieties of plait. The plait is sewn together by the dealers into hats and bonnets, and made into baskets.
We visited the manufactory of Messrs. Kienzler and Sauter, and there we saw some 30 different kinds of baskets, made in the neighbourhood. Here women were engaged in sewing the plait into hats with sewing machines (by Wilcox and Gibbs). The hats are subsequently shaped in presses. We were shown in the warehouse a large variety of plain and dyed straw hats. The baskets are made on blocks, in the cottages of the peasants. The block is given out with a sufficient quantity of plait, and a price is fixed for making each basket. The selling price ranges from 40 pfennings* to 2 marks 80 pfennings. Some of the baskets were nicely lined, and mounted with leather. In making the basket the upright straws, or warp, are nailed to the block, and the weft is then wound or woven in and out in one length from end to end. This is essentially a cottage industry, and could not well be done by machinery, as the shapes are constantly varying. The firm employ 300 hands, working in the surrounding villages. Straw plaiting is taught to all the children in the village school† by the mistress, who is an expert plaiter. They can often plait at three years old. The pay for the work is very small. A skilful workwoman only earns about four marks per week.
In various places in the Black Forest plaiting is taught in special schools; thus, at Furtwangen, there is a school held all the year round. These schools have been established by the Government to promote the introduction of this industry into districts where it appeared likely to succeed. The ages of the children under instruction range from 4 to 14. The instruction is given for three hours in the morning and for three hours in the afternoon. Some children attend the Volksschule in the morning and learn plaiting in the afternoon; others come to the straw-plait school in the morning, and attend the ordinary school in the afternoon. There are about 60 pupils. The name of the teacher is Fraulein Hippach. Most of the village straw-plait schools are winter schools only.
Herr Doffner, an extensive dealer in straw plait, promised to prepare for us a complete set of samples of all the varieties of plait. His brother is a dyer, who produces the tints of fancy straw work. We were informed that only the plainer kinds of plaiting are done in the Forest. The fancy plaits, trimmings, &c. come from Switzerland and Italy. The women have a measuring board on which to ascertain the length of the piece. This board is about 30 inches long, and the plait has to go 20 times round it to make up a "piece", the payment for which varies from 15 to 70 pfennings for labour only. The length of the piece is said to be 32 metres. In the Gewerbe Halle of Furtwangen is an interesting collection of straw work done in the local school. The instruction seems to be all in the direction of simple straight plaits, though in elaborate patterns; and straw flower work, trimmings, and straw mosaic work does not
*100 pfennings = 1 mark = 1 shilling.
†Special State aid is given to instruction in straw-plaiting in certain village schools.
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appear to be taught. In the Gewerbe Halle of Triberg we saw, however, some good straw mosaic work, somewhat like Tunbridge ware. This was shown by E. Kem, who is the only straw dealer in Triberg. At Schramberg, on the eastern border of the Forest, in Wurtemberg, round which there is also a great deal of straw plaiting, are two large straw-hat manufactories, one of which, that of Messrs. J. P. Haas & Co., we visited. This factory employs 120 hands in the manufacture of straw hats and baskets, and covers a large extent of ground. In a court-yard we found a vast number of palm loaves, brought from Cuba, spread out to bleach in the sun. Many finished hats were also laid out for this purpose. The leaves are split up into thin strips, and used for making a special kind of woven hat made in one piece, by which means the use of the needle is avoided. The making of these hats is evidently an important branch of the trade. Herr Haas, the principal, informed us that little trade was done with England, except in Panama hats, made here from imported grass. The English straw plait is so much better than theirs, that they cannot compete. The Swiss and local straw, being inferior in colour, is mostly used for dyed hats. The firm import largely "Canton plait" from China, which is both better and cheaper than that made in the district. They also make a great many willow hats (mainly for infants and children). These are made from split shavings of willow, woven together into large square pieces by the peasants of Bohemia (this being a home industry). The material appeared to be in pieces about a yard square. In Herr Haass show rooms we saw an immense collection of hats, both trimmed and untrimmed. The firm keep a large stock of unshaped hats, the shape being given at the last stage of the manufacture, and, as this depends mainly on fashion, the hats are not blocked until Messrs. Haas learn the wishes of the foreign merchants.
Another important industry of the Black Forest is wood carving, and this, strange as it may seem, is now passing into the hands of the owners of the factories, or large workshops, where from 20 to 30 men are employed. The wooden clock cases are most of them finished with a carved oak or walnut front, and coarse carving of this kind is manufactured in Hornberg and the neighbourhood. We visited the factory of the Brothers Lehnis. Here the fronts of clocks were being carved wholesale, chiefly in walnut or in lime-tree wood. Much of the carving was very second rate. Messrs. Lehnis employ 34 workmen. The pattern was pounced through on to a board of the requisite size. The outline was then sawn out by means of a band-saw, and the relief, &c. form was given by the workman. The machinery was driven by water power.
There is a school for teaching wood carving in the village; the school meets on two evenings and on Sundays. There are eight hours of practical work and two hours of drawing and modelling. There are at present 10 students (apprentices). This school is affiliated to the Art-Trade-School of Carlsruhe.
The most important wood carving school in the duchy is, however, at Furtwangen. This school is held on the upper floor of the Grewerbe-Halle. The teachers are Herr Koch and Herr Eberhard, by whom we were received and conducted through the rooms. There are at present about 30 pupils. They learn drawing, modelling, and wood carving. The lads who enter the school have no previous practical knowledge of the work, and are often mere peasant lads. There is no entrance examination. A regular prescribed course of work has to be pursued. They draw and model the different copies in clay, as well as carve them in wood. All the students learn drawing, and are competent to make thorough working drawings of anything they may have to carve. The work they execute belongs to them on paying for the wood. All the tools are supplied by the school. The local authorities find the premises, and the State pays the teachers and provides models and examples, as also the plant. The students all attend the classes of the Trade School* for technical and literary instruction, and one day in each week they are sent to the joiners' school to learn plain cabinet work and the construction of furniture. The students were
*There are 44 trade schools in the Duchy of Baden.
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most of them standing at their work. Some very excellent carving was being executed. The teacher of modelling and drawing, Herr Eberhard, had a private studio, and showed us a large collection of working drawings and details for various works executed from his designs, as album covers, clock cases, key-boards, frames, &c, in wood, and also objects in brass, iron, pottery, and enamels. The fact that the teachers are practically engaged in supplying designs for the local industries seems to have an important bearing upon the work of the school.
A large amount of wood carving is required annually in connection with the wooden-faced clocks made in the Forest, and, in addition to the work done in the small factories we have described, much carving is done by the workpeople in their own homes.
Though we were informed that the manufacture of tobacco is carried on extensively as a home industry in the north-western districts of the Forest, we did not think that we were warranted in paying any attention to this industry, as the growth of tobacco is prohibited in the United Kingdom. Coarse tobacco is largely grown in Southern Germany, and doubtless the preparation of cigars and cigarettes from home-grown tobacco affords employment, at a very low rate of payment, to a number of young people and children.
We visited Lahr, a small town north of Freiburg, to inquire into the flourishing home industry which has been established there for nearly 100 years, namely, the production of small cardboard boxes for chemists, confectioners, &c. This trade is in the hands of some seven or eight manufacturers. We visited the works of Herr C. F. Dreyspring, one of the largest in Lahr. He employs about 80 hands in the factory, mostly girls about 18 or 20 years of age. There are punching machines for making the tops and bottoms of the boxes, and cutting knives for preparing the narrow strips to form the sides of the boxes. Pill boxes and tooth-powder boxes seem to form the staple trade; but fancy silk and velvet covered boxes for bonbons, valued at as much as 8s each, are also made here. The home production is mostly of the cheapest and simplest kinds of boxes; the better qualities are made in the works. The work is evidently mainly piecework; the girls work together in threes. The boxes are made of coarse cardboard and covered with various fancy papers. For some customers the boxes are labelled ready for use, and this used to be done for English houses, but it is said to be now prohibited by the Customs.* The pocket cases for court-plaister are also made in large numbers, solely for export to England. Only small boxes are made here, as it would not pay them to produce the large bulky boxes for haberdashers. There is a social department in the works at which the materials are prepared for giving out to the workers employed in their own homes. We were told that the children can begin work in the cottages at a very early age. This trade is confined to Lahr itself, scarcely anything being done in the surrounding villages. As the work requires great skill and manual dexterity, it is said not to be of a kind suitable for persons engaged in farming operations during a portion of their time. We were informed that, notwithstanding attempts to transplant the industry to other districts, it has never been successful elsewhere. There are about 2,000 persons wholly or partially employed in box-making, the number of factory hands amounting in busy times to between 700 and 800. Workers in factories earn more than persons employed at home. All the machinists were men; most of the box makers were females.
The weavers of the Black Forest are found chiefly in the villages in the extreme south. They devote themselves principally to the production of silk-figured ribbons and cotton stuffs. The industry is not in any way aided by schools or Government subventions, and did not appear to us sufficiently important to require special examination.
The only product of the district we have still to mention is that of pottery, which is produced in small quantities in certain districts where the works might almost rank as home industries. The Government Art School at Carlsruhe has done much to provide better models for the
*This can only be true if the names were used to deceive purchasers as to the contents of the boxes being made by British firms. They were probably ordered by German houses, with English names, and contained German goods.
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potters, and we were recommended by the officials at Carlsruhe to visit the works of Herr Glatz at Villingen. These works are on a very small scale; the lower floor of Herr Glatz's house containing the throwers and pressers, and serving for the preparation of the clay, while the oven, the painting shop, modelling shop, and warehouse are contained in a small shed adjoining. The ware is a species of majolica, with outlined patterns in sgraffito, filled in with variously coloured slips and finished with a rich lead glaze. The decorative work is done on the dried clay previous to biscuiting. After being fired once with coloured slips, the ware is painted over with, or dipped in, a reddish glaze, producing when fired an agreeable fluxing of the tints. Many of the objects were designed by the students of the Art School at Carlsruhe. The Minister of Trade, we were told, takes much interest in this factory, and has sent specimens and models for imitation. These works were started in 1876, and employ only seven or eight hands. At Hornberg* we saw a small cottage factory, where some excellent stoneware was being produced.
We visited the permanent exhibitions at Furtwangen and Triberg. These are contained in buildings erected by the local trade societies, which are affiliated to the trade society† of Carlsruhe. The exhibition at Furtwangen, in addition to an excellent display of local manufactures, contains an historical collection of musical and other clocks, and many objects collected by the Government to serve as models or examples for local industries. There is also a good reading-room, with most of the principal trade and technical journals, and a library.
At Vöhrenbach the district exhibition of Black Forest industries is held in the rifle club buildings just outside the town. It is assisted by the Government, who have sent down a case of specimens from the Gewerbe Museum at Carlsruhe. The local trade society has promoted the exhibition, and has fitted up a suite of three rooms with furniture made in the district, which will serve as the chief prizes in a small lottery connected with the exhibition. The exhibition is nicely arranged, and contains an interesting set of specimens of all the different industries practised in the district. The collections of wood carving were very good. The clocks were better in design than those shown at Triberg and elsewhere, and showed the influence of the Carlsruhe school. This exhibition seemed in every respect an excellent example of what may be done by a small manufacturing community, remote from railways and large towns. It must be 15 miles to the nearest railway station, and 40 miles to any town of importance.
NUREMBERG EXHIBITION
After seeing the industries of the Black Forest in the country itself, we went to Nuremberg, and spent several days in carefully examining the Bavarian Exhibition of Art and Industry, more especially those portions of it bearing upon our inquiry.
In this exhibition the work done in the various trade and industrial schools has received special attention, and an annexe or pavilion has been erected for a collective display of the school work of the country. Not only has the great Technical High School of Munich most carefully illustrated all branches of its teaching, both in the form of results of school work and in the appliances for teaching, but it sends also copious samples of its teaching apparatus, collections of artistic and scientific specimens, testing-machinery, &c. The remote village industrial schools, as, for instance, that for wood carving at Berchtesgaden, and the pottery school at Landshut, have also sent specimens of the works they have executed together with printed or written statements of their progress, &c.
Confining our attention to those schools destined to assist small local industries, we may class them under the following heads:
1. Weaving schools - Lambrecht, Passau, Münchberg, &c.
2. Wood-carving schools - Garmisch, Spessart, Berchtesgaden, Bischoffscheim.
3. Basket-making schools - Schaidt and Winzer.
4. Pottery school at Landshut.
5. Violin-making school at Mittenwald.
*We visited here the important potteries of Messrs. .... who employ 800 hands.
†The German Gewerbe Verein is an association, both of employers and employed, to maintain the interests of the trade in the town or district, and to encourage thrift and intellectual progress.
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Weaving Schools. The display of fabrics, pattern books, and teaching apparatus, from the various Bavarian weaving schools, contained no essential points of difference from the objects shown us in similar and more important schools in other parts of the Continent. The woven fabrics from the school at Lambrecht (all said to have been produced in the school) were very numerous, and included some specimens of carpets, coatings, and woollen fabrics. The specimens from Passau and Münchberg, the latter school founded in 1863, included more cotton and linen fabrics. The class books showed that the teaching at all these schools is theoretical as well as practical. We were informed that weaving is a home industry in many parts of Bavaria, and these schools are doubtless intended to train up skilled workers and designers, and to improve the general character of the trade.
Wood Carving Schools. The display of work in this section is exceedingly good. One of the best schools appears to be that of Garmisch near Partenkirchen. The course would seem to extend over three years. There were some good drawings and models in plaster by pupils, in addition to the practical work. A large number of students' drawing books were shown, as also a collection of photographs of carved work done in the school. Among the objects exhibited was a handsome cradle, valued at £20, and some well desired small full-length figures, carved in oak (probably for church decoration). A notice attached to the display stated that the school authorities were prepared to undertake work for the trade. The work was evidently thoroughly practical. Some good enriched mouldings were shown, which were undoubtedly intended for the cabinet-maker.
The school at Bischoffsheim made a good show. This school was founded at Poppenhausen in 1864, and transferred to Bischoffsheim in 1861. The aim of the school is declared to be as follows: "The introduction of wood carving as a house industry into a number of dwellings in the Ronethal, and the reward of meritorious work". The average number of scholars in each year during the past ten years has been 10. The school receives £85 a year from the "Kreisfonds". Some spirited carvings of animals were shown, and the display was contained in an elaborate carved wood frame.
Good collections of local work are shown from the carving schools of Berchtesgaden in the Salzkammergut, which has 106 pupils, and from the Spessart school of Lohr-a-Maine. From the latter the bulk of the work is of a very rude description, consisting mainly of all kinds of wooden utensils, shovels, spoons, &c.
We could only find the work of two basket-making schools; one of them, at Schaidt, in the Rhinepfalz, contributes a large collection of baskets of all kinds, both in plain and dyed wood; also willow furniture, as chairs, cradles, &c. Some of the baskets were novel in point of design. Many of them were leather-mounted and some were lined. There was also a good collection of osier rods of several varieties, cultivated for the use of the school. Peter Vogel, travelling instructor (Wanderlehrer), states that "he is willing to supply grafts of Salix Viminalis, Salix Schwurbitziana, or Salix Amygdalina"; the last, he says, "is the best for the basket maker". Similar exhibits are sent by the school at Winzer, near Osterhofen, in Bavaria; very complicated basket work, furniture, woven work in wood strips, as mats, &c.; willow wood frames, and caps made of the tinder fungus (Schwamm).
The school for violin-making at Mittenwald is on a very humble scale. There are at present 12 pupils. The total number of pupils since the foundation of the school in 1858, has been 95. The school course extends over three years. A large collection of partly finished violins was shown; also templates, or paper patterns, for cutting out the different parts of the instrument. The Government grant is said to be 280 marks (£14) and the school is nearly self-supporting.
The pottery school at Landshut sends some rude green-glazed pottery, little superior to that of the peasant potters and stove makers. A stove exhibited by the school bears a label describing it as the work of eight pupils. The length of time they have each been at the school is stated,
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and varies from 1½ to 2 years, the ages of the pupils being given at from 15 to 17. The shapes of some of the vessels snowed signs of improved models, though there seemed to be very little attempt made to introduce decoration or artistic modelling of ornament.
We had no opportunity of personally examining the work actually being done in these schools, as in the case of the schools in the Black Forest, but to judge from the specimens exhibited there must be great similarity in the modes of teaching and in the general character of the instruction.
THURINGIA
Before our return to England we spent a couple of days in the district of Thuringia, which contains more varied industries than the Black Forest, and where we found much to interest us. Round Lichtenfels to the extreme south of Thuringia a considerable amount of straw plaiting is carried on by the villagers. We did not, however, stop in this country, but aimed first for Sonneberg, the seat of the toy manufacture, for which this part of the Forest is famous. On our way to Sonneberg we passed through Neustadt, and had the opportunity of seeing in the warehouse of Herr Dehler a collection of the chief varieties of toys and dolls made in this village and in the surrounding neighbourhood. The manufacture of dolls is here almost entirely a home industry, or one carried on in small workshops attached to the cottages, in which several men arrange to work together for the sake of the greater rapidity of work, obtained by division of labour. Herr Dehler took us to see a cottage workshop, where a man and his wife were engaged in dressing and arranging dolls' hair. This is their sole occupation. The hair is made of long English wool, suitably dyed and prepared, and it was being arranged in the most artistic fashion with flowers, in a great many different styles, on a number of almost life-sized dolls. The workers inhabited two rooms on the upper floor of a cottage, for which we were told they would probably pay 3s 6d per week as rent. They might, if industrious, earn as much as 20 marks per week between them.* The cottage would contain four families. Most of the people in the neighbourhood make papier maché toys, squeaking animals, confectioners' bon-bon boxes, in the form of animals, birds, &c., and small mechanical dolls of a very cheap description. Herr Dehler is himself a doll maker, and employs a large number of people who work at home, but fetch all their materials from his factory. He stated that there were no schools for toy making, nor in fact any education bearing specially on the industry. In driving to Sonneberg we passed numerous small china factories, where toy-animals, miniature dolls' services, and tea sets, &c, are produced.
Sonneberg, the principal town in the toy country, is in a very flourishing condition, and is being rapidly extended; more than 25 per cent of the houses have been built during the last few years. Here the toy makers seem in many cases to have become manufacturers, and to employ numerous hands in large shops. The making of dolls of all kinds seems the chief trade here, though in the warehouse of Messrs. C. and O. Dressel we were shown a vast collection of other toys of every description, all produced in the surrounding country. Here again were no special schools for training young people as doll or toy makers. The school intended to serve for this purpose had been diverted from its original object, and has been made into Real Schule capable of granting certificates to serve one year only in the army, instead of three. The only school in Sonneberg in which we could learn that any specialized instruction is given to the workpeople is the Gewerbliche Fortbildungs Schule, in which the lads are taught drawing, modelling, and carving. We visited this school, and found that the master was giving private lessons to two lads in wood-carving, and to a class of seven or eight in modelling in clay and wax. The Fortbildung class is held daily from 6 to 8 in the morning. The work we saw being done was remarkably good, and the master told us that the boys are very fond of modelling, and possess a considerable amount of innate skill. The Duke of Saxe Meiningen took great interest in the town in former times, and presented the authorities with a collection of plaster casts from the antique. He also caused a room in the Rathhaus to be
*About 8s 6d each per week, deducting the rent.
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decorated after his own designs. We went to see the collection and found it in great disorder. It has been partially dispersed, and the hall was being used at the time of our visit by the wife of the burgomaster as an ironing-room! - the dresses and linen hanging all round the room.
We were informed that the trade is in an extremely flourishing condition, and that the chief manufacturers can scarcely comply with the demand. Toys are made by the peasants in all the neighbouring villages, and many of the workpeople make only some one part of some particular kind of doll, the complete toy being put together by a toy maker in the town. We visited a number of the workers in their own homes, and were much pleased with the clean and comfortable state of the houses.
At Hüttensteinach, a village a few miles north of Sonneberg, we found the chief home industries to be the making and covering of slate pencils, and the painting and polishing of china and glass marbles.
At Lauscha, and the villages beyond it as far as Neuhaus, the population is extensively engaged in glass-blowing. There is a large gasworks, from which the mains extend to a distance of four miles. The gas appears only to be used for the glass workers' blow -pipes and not for illuminating purposes. The people we saw were engaged in making pearl and coloured beads, glass buttons, ornaments for Christmas trees, glass eyes for dolls and stuffed animals, &c. Glass-blowing is here essentially a home industry, but we could not learn of any schools connected with this work, or of any special means of instruction provided for the young people. The village of Lauscha is very singular in appearance, the houses being crowded together along a narrow line of steep hilly streets. The trade was said to have been introduced into the district by two Bohemian workmen, named Müller and Eichhorn, nearly 200 years ago, and these seem still to be among the commonest of the names of the villagers.
If the neighbourhood through which we passed is fairly representative of the forest country of Thuringia, it is impossible to overrate the importance, in a material point of view, of these home industries. The cottages were pretty and well kept; most of the windows contained flowers, beautifully grown in pots, and many of the houses had gardens attached to them. The people were well dressed, and had the air of being well fed and contented. They are evidently a most industrious race, and their success may depend as much upon their natural disposition and temperament, as on the fact that they have been trained for generations in these various occupations. Still, whatever may be the cause of their success in home industries, we think it is impossible to doubt that the influence for good of such work is of vast importance. We found populous and thriving villages, filled with busy workers, in districts remote from railways, and where carriage and transport must be matters of extreme difficulty, and in parts of the country, moreover, where agricultural work would in many cases be wholly insufficient to provide support for more than a small proportion of the present population. It is in such cases as these that the provision of suitable employment for the masses of the people is so important, and the question of the mode in which such industries are introduced, and the way in which they are fostered, is surely one which deserves the most careful attention of the economist.
AUSTRIAN SCHOOLS
On the occasion of our journey to the South Austrian Provinces, we had first to proceed to Villach, in Carinthia, in order to meet Dr. Exner, one of the Government inspectors of schools, who had promised to give us all the necessary information respecting them, and to furnish us with introductions to the various school directors.
The school at Villach has been established for about four years, and is mainly for instruction in joiners' work and wood carving. The schools under the Austrian Government may be divided into two categories, namely, 1st, those in which a sound theoretical instruction is imparted, with a certain number of hours daily, in the workshop, for practical work. Of these schools there are as yet comparatively few; and 2nd, those where the greater part of the time is spent in the shops; and the theoretical work consists mainly of drawing. In schools of the latter kind arrangements are sometimes made for a certain amount of theoretical or literary
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teaching in the evening and on Sunday, generally by the master of one of the primary schools. The school of Villach belongs to the latter category. At the time of our first visit, a number of boys, most of them fresh from the primary school, were being taught drawing, almost entirely from copies (chiefly outlines of ornament). Two or three lads, who intended to become carpenters, were making details of wood construction; a more advanced pupil was preparing a full-size drawing of a lady's work-table, from the design of the drawing master, Herr Kastner, which he was about to make in the shop. In an adjoining room 7 or 8 older boys were carving. These, we were informed, were students, who had passed through the school, and were employed as journeymen, at daily wages, to execute work, for which orders had been obtained by the school. Two younger boys were engaged in elementary work. The carving class is under the tuition of the head master, who was absent on account of illness at the time of our visit. The staff of masters consists of the Director, Herr K. Schellhorn, a drawing and modelling master, Herr Kastner, and a foreman instructor of joiners' work.
On the ground-floor was a large joiners' shop, in which, at a second visit, we found several boys employed; some furniture of a rather ambitious character being in course of construction. The masters, who had but recently been appointed, concurred in describing the boys as dull and difficult to teach. Some of the carving was excellent, and the collection of finished work shown to us was of very good quality, and superior to the work of similar schools we had seen on former occasions. The school has 31 pupils. The full course lasts four years for carvers, and three years for joiners. The instruction is quite gratuitous. All boys who have gone through the primary school are eligible for admission. The master of the drawing school told us, however, that several of the lads who had recently come to the school had to be dismissed, owing to their gross ignorance. The drawing master, who accompanied us through the school (and who had just received his congé), took a gloomy view of its work and prospects. He said the school had not been established long enough for its influence on the district to have become manifest. On being asked whether wood carving was at present practised to any extent in the town or in the surrounding district, he replied that it was not, but that during the summer months there were many visitors to the baths and a considerable quantity of carved work was imported from Salzburg and the Tyrol, and sold in Villach, and it was hoped that by the foundation of the school a native industry might be implanted.
We next visited the school of wood inlaying and intarsia work at Cortina d'Ampezzo, in the Tyrol. This beautifully situated mountain village is in the heart of the Dolomite country; it has two schools, the one for wood industry and the other for silver filigree-work. In the former school are 41 pupils, who were all engaged in the shops at the time of our visit. The drawing master informed us that he gives 8 hours instruction weekly at each school. There is a show-room containing the works of the boys, which meet with a ready sale to summer visitors. They consist of frames, boxes, ornaments, and trinkets, with inlayed designs in different woods. Also a special kind of metal intarsia work, like piqué work, thin bands of brass being driven into grooves prepared in hard wood to receive them, and the ornamental figures thus produced being subsequently rubbed to a smooth surface and polished. The value of goods sold is about £420. yearly. Much of the work was highly artistic, and the school was engaged in the execution of some special orders for a lady of rank.
The hours of instruction are from 7 to 11 and from 1 to 6 in summer, and from 8 to 11 and from 1 to 4 in winter.
The course lasts four years. No boys can be received before the age of 14 years, and until the completion of their course in elementary schools. At the expiry of 4 years expert pupils can be retained as journeymen for a year longer, receiving daily pay, in accordance with their skill, the amount ranging from 40 kr. to 1.20 fl. per diem. The average earnings of a good mechanic appears to be about 1.20 fl. per diem in the village. Although the pupils were found to be engaged in different kinds of work, all follow the same course of instruction. In the inlaying shop, table tops
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and parts of furniture were being constructed. A certain proportion of those engaged here were journeyman; the numbers being 18 adults, and 23 boys learning the trade.
The pupils draw 2 hours daily, and spend 6 hours daily in the shops.
The school building is provided by the commune, and has been almost doubled in size since the school was founded. It consists of a large workshop and class room on the upper floor with a show room and the office of the director. On the ground floor are two more large shops, a store for wood and materials, and closets, &c. The director is Signor Guedina.
We then visited the filigree school, which is held in the same building as the primary school, occupying two rooms on the upper floor. The work includes the entire process of manufacture - the drawing of the wire, twisting it, cutting out the small copper moulds for the leaves and flowers, and the execution of the metal work itself. The workers are of both sexes. The school has been established for eight years, and on enquiring what became of the pupils who had been educated here, we were informed that only seven had finished their education. The master, Signor G. Ghedina, assured us that it needed from eight to ten years to become an expert workman. There is only one other filigree-worker in Cortina. The master was almost the sole possessor of the traditional art, and he had founded the school as a private adventure, and carried it on as such for several years, until it was taken over by the Government. The master could not point to anyone who had set up in business as a worker on leaving the school. Asked if he could supply a teacher able to instruct a class in a school elsewhere, he replied that he could do so. Part of the process, namely, the soldering of the twisted wires by means of the blow pipe involved the use of a material which he informed us was his own trade secret, but which he taught to his pupils. This work requires great delicacy of handling, and much artistic taste; the objects made in Cortina were said to differ from those made in Northern Italy, chiefly in the excellence of the manner in which the soldering was executed.
The master informed us that since the school had been taken over, few changes and little that was novel in the matter of examples and appliances had been introduced. This school was an interesting example of the way in which the (Government of Austria is willing to assist and develop local effort in the matter of workshop instruction. The school was evidently but a very trifling grade above what might be found elsewhere, as the workshop of a private individual. The master of the school was clearly working with a keen view to profit, and to the sale of the work done by the pupils, who come and work long hours (10 hours daily) for at least three years in order to learn the business. It may be interesting to indicate the stages of manufacture as we saw them in progress.
A girl was engaged in drawing silver-wire on a rude hand-wheel, through graduated perforations in a metal plate; this wire is subsequently doubled and twisted in lengths of about 10 feet by a multiplying wheel. The wire employed is very fine, and when twisted double is smaller in diameter than a fine lace needle. In making the trinket the forms of the separate leaves or petals are cut out in thin sheet copper and the wire is then neatly coiled round the outline, and round and round until the whole shape is filled in; by means of gentle pressure the wire leaves, what may be termed, the mould, and it is then gently heated and coated with some flux; the solder, which is in a finely powdered state, is next applied, and is melted by means of the blow pipe. All the appliances in the workshop, from the drawing frame to the blowpipe lamp seemed to be of the most antiquated construction. The leaves are bound together with wire and in some cases again soldered. Some of the work is gilt, but the bulk or the jewellery was in plain silver filigree. The school contained 21 pupils, 3 adults and 8 apprentices; eight of the workers were females. The only other master besides the director is the drawing master
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of the other school who gives instruction here also in drawing, in which all tho pupils participate. Of the 28 students who have been educated in the school, 21 were still there at the date of our visit.
We next visited the school for wood working and inlaying at Riva, which is located on the ground floor and in the basement of the communal school. This school has only been established here for some five or six months, having been removed hither from Tione in October last. The opening of this school took place on the 2nd November, and most of the masters and some five or six pupils were transferred from the former school. This institution is of a far more pretentious character than any of those previously described, as it aims at giving a good general education, concurrently with the industrial training. The lads spend all the morning in the class rooms and only take up industrial work in the afternoon. The complete course will extend over three years, but there is a preparatory class for new comers, and at the time of our visit nearly all the lads were in this class. Instruction is given in Italian and German, History, Geography, Algebra, Geometry, Arithmetic, and Book-keeping. The boys all learn drawing and most of them modelling. The trades taught are carpenters' and joiners' work, turning, carving, and wood-inlaying. It is intended almost immediately to fit up shops for metal working, and for masons' work, as some excellent freestone exists in the neighbourhood, and a company has been formed to work it. This company has provided two lads with bursaries to enable them to study at the school and to acquire the requisite knowledge of masons' work; trusting that they may be of use to them when they leave the school. The master, Signor G. Tamanini, who was formerly an engineer, and founded the school at Tione, on his own initiative, spoke strongly against the system of the creation of simple workshops, without the necessary provision of theoretical instruction. He informed us that ho was well acquainted with the results of both classes of schools, and that nothing that was really good and lasting could be accomplished by institutions of the above kind. He aimed at making his pupils thoroughly conversant with the nature and properties of the material with which they had to deal. They should learn all that could be said of the growth or formation, construction, and strength, and the history and various uses of the materials with which they had to work. They should be able to draw or model accurately whatever they have to make, in any position, and they should be well acquainted with the most recent mechanical appliances for dealing with, or preparing, the materials for their trade. He said that only some 7 or 8 of the 100 Fachschulen under the Austrian Government gave a thorough and systematic training, such as that at which he aimed. In this school every piece of wood carving executed by a pupil is first drawn and then modelled by him in clay. Some of the pupils remain in the school for five years. He has at present two assistant masters and three workmasters. Some of the work brought from the school at Tione seemed very good, but the work in course of execution here was all of the most elementary kind, as the students had only entered at the end of last year. There is a special room set apart for wood-inlaying, in charge of a master who was trained at Tione. There are at present only two pupils in this department. A large stock of native woods, giving 130 distinct shades, has been collected, and, except for special tints, some 20 or 30 in number, they will be able to employ the produce of the surrounding neighbourhood. As examples of the work done at Tione, the director showed us several drawings of large and complicated pieces of furniture, which had been produced by the students from his designs, and executed by them under his directions. In a school so recently established, we could not ask for traces of its influence in Riva, but Signor Tamanini assured us that at Tione they had trained cabinet makers who had obtained excellent positions in Vienna, and even in America. He stated that the object of the school was to provide a high class education for the workmen of that province, and to serve as a nursery for the training of men who might eventually aid in the promotion of new industries, notably in connection with the excellent building stone, for which every facility of carriage existed, but which was now neglected. It was also hoped that skilled workers in olive wood might
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be trained who would do for Riva, what had already been accomplished in Arco.
Our next visit was to the workshop school at Arco, which has frequently been referred to, as an instance in which a new and successful industry has been created entirely by the foundation of a Fachschule. We found ample confirmation of this fact on visiting the manufactory of Signor C. Emert, the former master of the school, who now employs 30 workpeople and possesses a flourishing trade in objects made in olive wood. It had been pointed out to the authorities that, while at Bergamo, and other places in Italy, this wood is manufactured into numerous useful articles, in the Southern Tyrol, where it abounds, it was considered almost worthless, and was consumed in large quantities for fuel. A small school was started some six or seven years ago with workshops for wood turning and wood inlaying; competent teachers were obtained, and a good stock of the objects produced from olive wood in other countries was collected. The manufacture was a very simple matter; certain of the lads soon became expert workers; orders for work done in the school flowed in apace, and the master found himself unable to produce fast enough. He, therefore, took the best of the boys trained in the school, got a few skilled men from other places, and commenced a small manufactory.
He is now employing about 18 men in the works and nearly as many more in their own homes, and sending the olive wood of Arco all over the world largely to America and even to Italy, which he has deprived to a great extent of the trade. He told us that a firm in Boston had given him an order for 1500 blocks of wood having on them the word "Jerusalem", doubtless in order to sell them as relics from the Holy Land. The work he was doing seemed excellent, the designs being many of them most artistic, and the trade is evidently a thriving one. The school consists of two large well-lighted shops on the upper floor, one for turners' work and the other for wood inlaid work the rooms on the ground floor serving simply for storage. It was only removed to this building a few months ago. There seemed to be but a very small stock of finished work on hand, and there are only 18 pupils, 9 in each division. The pupils can earn wages for work done, and some begin after a few months to earn 2d or 3d daily. In the fourth year their earnings may amount to 10d per diem. This school is practically one which has done its work, the olive wood industry, which it was established to promote, has become a flourishing trade, giving employment to all the skilled workers that can be found, and the business of the school, considered in the light of an agent for the introduction of a new manufacture, has vanished. It must be remembered that in founding schools in various districts the aims of the authorities are not always the same. Thus in the case of the weaving schools and the pottery schools in Bohemia the intention was, by the introduction of improved machinery and the provisions of better models and designs, to give new vigour and impetus to handicrafts which had existed in the country for many generations. This has been the consideration which has influenced the Government in the large majority of the schools of this character. Many of the schools began simply as drawing and modelling schools, in which the future workmen could obtain a superior artistic training such as could not be gained in the ordinary workshop. Subsequently workshops for practical manual work were added to them, and in course of time the original "drawing and modelling school" has developed into a so-called "Fachschule".
The school at Innsbruck, which was the next town visited, is one which has passed through these phases. It is a Government Gewerbeschule, intended principally for the training of architectural workers of various grades, and of engineers, but workshops for joiners and carvers have been added to it. The school is conducted in a handsome modern building, specially erected for the purpose by the municipality, and has only been opened a few months. The director, Herr Deininger, explained the nature of the instruction, and the character and aims of the institution. In the different sections, four in number, there are, in all, nearly 200 students. The class-rooms for free-hand drawing, geometrical and mechanical drawing and modelling are well adapted for the purpose. All the students
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receive theoretical instruction in addition to the work in the shops. There is a small physical cabinet and a rudimentary school museum. The director explained that a feature of the instruction was that visits were made by the entire architectural class to ancient buildings, which were carefully measured by them, and that subsequently a complete series of drawings were prepared to scale. Some of these sets of drawings were seen. The master of the modelling school, Herr H. Fuss, had designed an excellent set of examples, 12 in number, suitable for modellers in wax, who are preparing themselves for metal work - and a similar graduated series of copies has been designed by the master of the carving shop. The work done in the carving shop was excellent, and the joiners' shop was well supplied with tools and all the necessary appliances. As this is a school in which the official programme, drawn up by the Minister, is carried out most fully, we annex a copy of the time table. The course extends over three years, except in the applied art section, in which the course is one of four years.
The last of the schools which came under our notice was that of Salzburg, formerly a drawing and modelling school, but transformed since 1876 into a Government Gewerbe school, with workshops attached. In many respects this school resembles that at Innsbruck, though the premises are vastly inferior. It is carried on in a salt warehouse, which has been fitted up with internal partitions for its reception. In the absence of the director, Herr C. Sitte, we were received by the architectural master, Herr Berger, who gave us a brief account of the institution, and conducted us through the class-rooms. The building trades division is chiefly a winter school, as during the summer months the students are engaged in practical work. In fact, with the exception of a class for land surveying, which is held during the first month of the summer session, this department of the school was empty. In the first and second years' course a small number of pupils were engaged in mechanical drawing, and the joiners' shop contained about a dozen youths who were working at the bench. The master of the carving shop, Herr Kiebacher, who is also the instructor in modelling, showed us the work being done in his department, and a large number of photographs of articles made from his designs by the students. The peasantry in this neighbourhood are, many of them, skilful carvers, and the trade flourishes traditionally as a home industry. The fabrication of pottery which was formerly carried on in Salzburg has become a lost art, and it is intended shortly to establish a class for practical potters' work in the hopes of re-establishing the manufacture. For this purpose a room has been fitted up with a wheel and lathe, and two kilns have been erected. As yet, however, owing to a contemplated change of masters, little of a practical nature has been accomplished. The department for reproductive processes of all kinds, in connection with this school, is one of much interest and importance. The aim of this division is to teach all the various known processes for the reproduction of works of art, or for preparing illustrations and copies. For this purpose ateliers have been fitted up and supplied with all the necessary appliances for (1) photography, including the retouching of positive and negative proofs, (2) photolithography, (3) photozincography, (4) heliography, (5) galvanoplastics, with the allied processes, (6) photo-engraving "Lichtdruck". Lectures are given on the theory of these processes, and practical work is carried on under experienced teachers in the laboratories. Students who have made themselves thoroughly efficient can have situations found for them by the school authorities. Special arrangements are made for auditors, or those taking part in a portion only of the teaching. We found among the students a gentleman practically engaged as a lithographic printer in America, who had come over to familiarize himself with the most recent German methods of working, and another student was an Anglo-Indian. The total number of students in all the divisions amounted to 294 in the winter half year and 163 in the summer session. There are 12 regular teachers and 8 occasional teachers. 23 students are in receipt of bursaries from the State and the town.
The intention of the Government in the establishment of these various schools has been already explained. In order to secure their efficiency,
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periodical visits are paid to them by a staff of inspectors, five in number, who present reports to the Minister respecting the state of the schools, the quality of the instruction, and the changes which appear advisable. Furthermore, to provide for the sale of the school work a depot or show-room has been opened in Vienna, and there is also a technological trade museum under the direction of Prof. Exner, in which examples are gathered of all the best work done in the schools, together with collections of tools and plant, raw products, and models for instruction. A technological school journal is published monthly, under the supervision of the central authority, and a library is in course of formation.
With regard to the training of teachers for special trade teaching, we found that the almost invariable custom was to select, in the first instance, a mere artisan of skill and ability, to give the needful practical instruction. From among the best of the pupils taught by him it becomes possible in many cases to procure competent young men to give similar instruction in other schools of the same character, and thus a nucleus of a few schools can soon be made a nursery for a large staff of masters or instructors. The boys taught are certain to turn their attention to that pursuit which holds out the best inducement in the shape of pay, and by offering them better pay as teachers than they could hope to earn in the workshop, a large proportion of those trained in the school could be secured as instructors.
The system of school workshops inaugurated by the Austrian Government is probably the most complete in Europe, and the results, so far, appear to be most encouraging. Of course, in a country where trade and manufactures already exist under flourishing circumstances, State aided instruction, of the nature we have described, is far less needed than in those countries where the occupations of the population are mainly agricultural, or where industry is in a backward or declining condition. For districts resembling certain of the Austrian provinces; for instance, some of our English colonies, and even for parts of Ireland it seems to us that much may be learnt from what has been accomplished in Austria.
(Signed) PHILIP MAGNUS.
WM. WOODALL.
GILBERT R. REDGRAVE,
Secretary.
May 1883
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PROGRAMME OF GEWERBE SCHOOL AT INNSBRUCK
1st Course (Preparatory)
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2nd Course
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