What is industrial education? What are its merits and objects, and, above all, what power does it possess of ministering to some useful purpose in the practical arts of life? Whether I have answered these questions with a reasonable degree of exactness and precision, can only be determined by a perusal of the volume.

CONTENTS.

CHAPTER I.

Industrial education neglected-The lessons of things-The education

of children before the period of school-The understanding and the

senses-The education of thought and language-Mission of the

senses and physical organs-The eyes and the fingers translate

the works of the spirit-Sensible objects sources of information-

Cultivating half the faculties-Simple ideas powerless unless em-

bodied in some form-The hand-Montaigne on the hand-Outis

on the void in education-The senses

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CHAPTER II.

Industrial history in France-Her skilled labor and prosperity-Art-

schools and the excellence of her fabrics-British trade-Its effect

on Europe - Schools on the Continent - The École municipal

d'Apprentis in Paris-School at Besançon-School of the Chris-

tian Brothers—The École professionnelle of MM. Chaix et Cie.—

School at Creuzot-Count Hasrach-Weaving-school at Mulhouse

and Epinal-Industrial education at Limoges - The École des

Arts et Métiers - Government aid to art-education in France-

State aid discussed-Belgium, Germany, Bavaria, Würtemberg,

Nuremberg-The French commission-Schools in other countries

of Europe.

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CHAPTER III.

Industrial education in Russia-The Practical Technological Institute

at St. Petersburg-The Imperial Technical School at Moscow-

Exhibits of, at the Exposition of 1876 and 1878-Moscow fitly

chosen-Two other schools for teaching trades to boys-Move-

ment in England-Continental artisans-British artisans at Paris

Exposition, 1867-Schools of art-instruction-South Kensington

Museum-Walter Smith -French and English methods compared

-Spread of art-schools in the United Kingdom-Their effect upon

industries requiring art-Comparison of art-products-The lead-

ing nation in the industries depending upon art-Advantages

stated-The favorable effect upon the artisan-Favorable to mo-

rality-The problem abroad.

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CHAPTER IV.

The United States-Dependent upon Europe-Want of trained skill

-Our cotton and woolen fabrics superior-Pottery and other

articles from abroad-The material produced in the United States

purchased back-Russia and other countries-Art pervades all

things-Political economy-Its maxims-American taste for luxu-

ry-Cheap lands scarcer-Industrial classes must rely upon trades

-Effect of making what we need-Adam Smith on home-trade

-We should acquire skill-Raise wages-Raw material in the

United States-Causes of national prosperity-Our natural rc-

sources-Practical education-Linen, hemp, wool-Other articles

-Effect of training industrial classes-The value put on material

by art-Its general effect-New England-Massachusetts-Arts

and manufactures of-Education in-The Worcester Free Insti-

tute-The Illinois Industrial University

45

CHAPTER V.

Technical schools in the United States-Massachusetts Institute of

Technology-Manual School, Washington University-Stevens In-

stitute of Technology—The usefulness of these in this country—

Scheme of the Massachusetts Institute of Technology, and course

of study

General Walker on science-schools-The School of

Mechanics therein, and its course of instruction-Mr. Foley's re-

port-Russian plan of manual teaching-The use of hand-tools

still necessary-The Manual School in Washington University,

-

St. Louis-Its plan of teaching shop-work-Pennsylvania Museum

and School of Industrial Art-Other technical schools in Phila-

delphia-Science schools attached to universities-Agriculture and

mechanical colleges under land grants-Some statistics concerning

them-In order to be useful, they must teach by practice-The

Massachusetts Institute of Technology a good example-Institu-

tions for the superior education of women-The number of such

schools in the United States-Every facility should be afforded

for their education-Brief discussion on this subject-Their em-

ployment as farmers, decorators, and architects-The numerous

trades open to women-Emily Faithful's views-Industrial edu-

cation of women-Equality of Education-Co-education-Should

women pursue the old system of college studies?—This is a

utilitarian era-Victor Cousin on the fine arts-Auguste Comte

on science-Other thinkers-The Greeks can be studied without

studying Greek-Should girls pursue the same studies as the boys,

in matters of superior education?—Advantages of industrial edu-

cation to women .

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CHAPTER VI.

Education for hand and eye-Method of instruction at Athens-Public

schools-Improved methods—Main facts in regard to public

schools-Optimistic views of the same-Other lessons than those

of the school-room-Statement of the same-Our obligations to

the public schools-Want of practical education—Manual training

a necessary part of-Foreign designers and workmen-Jewelers'

Association-Speech at banquet of-Necessity of art-education to

American artisan-Mechanic arts passing out of our hands-Rush

for clerical employment-An illustration of their dependence—

Decorative art-Science applied to necessities-Telegraphy, pho-

tography, aniline-Artistic employments, their effect—Education

enhanced by manual exercise-Eclectic education-The highest

aim-Intellectual culture not alone education-Our physical con-

stitution-Description of-Association of, in elevating the mind-

In expressing its ideas in tangible forms—Their intimate co-opera-

tion-Equality of education, the true method-Standard of educa-

tion in Europe-Commensurate education-Duty of the State-

Conclusions from, classified-First, second, third, fourth-Techno-

logical education-Not for the mass of children-Object of studies

-Right of the State-American Institute of Instruction-Use of

tools-Reforms in matters of education difficult-Science in the

colleges

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96

CHAPTER VII.

The art of drawing-Natural order of studies begins with it—The les-

son of things-Effect of, on industrial education-Indispensable

in education-Massachusetts and New York-Branch of primary

education in-Prejudice against it-Practical use of drawing—

Exhibit at Centennial-French commission at-Experience at

Taunton-Women's Art School, Cooper Union-Walter Smith's

system-Drawing ought to be directed to the industries-Beauty

of outline-It is teaching every trade that depends upon design—

Involves easy lessons in geometry, botany, architecture, and his-

tory-Geometrical drawing first-Ornament-Its almost universal

application in the olden time-Then came utility alone-The

working artist—Improvement of public taste—Effect upon our in-

dustries-Mr. Outis's work-Drawing in France-French styles-

Expenditures for teaching it-The reason of her beautiful works-

Great Britain-Her expenditure to promote the art of drawing-

Drawing as a branch of study in this country-Common schools-

The importance of drawing to various industries-Architecture in

New York-Importation of workmen for building.

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CHAPTER VIII.

The decorative arts depend upon principles of design—Their position

between the useful and scientific-Their immense development—

Roman and Greek decoration - Pompeii - Its uncovered orna-

ments-Moorish decoration-Its magnificence and extent-Table-

service for the President-Glass-blowers sent to the United States

-Immigration-Skilled occupations of immigrants-The economic

value of immigrants-Influx of cheap labor-Exclusion of Chinese

-William A. Carsey-An American mechanic on the tariff, cheap