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Education of young artisans-Apprenticeship-English legislation-

Mr. Jevons's views-Adam Smith's opinion-Practically no ap-

prenticeship in the United States-Technological schools in Europe

-Trade-schools in Germany-Established by law-Supported by

the state or local authorities-The school at Hamburg-Trade-

schools the most interesting-The one at Barmen-Drawing in all

the German schools-The school at Chemnitz-Schools at Vienna

-Technical education in Switzerland--The great benefits thereof

to that country-Opinion of the French minister in that country

-The first industrial school founded there by Pestalozzi-These

institutions in France-After the Crystal Palace Exposition-A.

commission appointed--Important changes-Classification of in-

dustrial schools by Professor Thompson-Impossible to exemplify

them separately — École municipal d'Apprentis — Account of the

same-Visit of British Commission to the same-French industrial

schools not national-École Saint-Nicolas-School at Roubaix-

Government support within two years-The republican govern-

ment established a national system recently-Schools in Belgium

-Those at Ghent, Tournay, Verviers, and the cities-Apprentice-

school for weaving--Technical education in Great Britain-Letter

of the Chancellor-Views of Mr. McLaren-Report of the British

Commission--Questions which arise as to effect in Europe-Is it

suitable for the United States?-Universal opinion in its favor—

Report of the British Commission-French commission of inspection

-School la Villette-Corbon, senator, upon the same-Tolain, sena-

tor, on apprenticeship-schools-Industrial training the necessity of

the age-Good effect on the industrial classes-Opinion on this

subject-Views of educators in the United States-Shall it be in

the public school?-Different views entertained-Dr. E. E. White

-John E. Clarke-The necessity of this instruction admitted

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Question of expense considered-Cost of workshop at Gloucester-At

the Dwight School, Boston-Estimates of Mr. Chaney-Mr. Leland's

school at Philadelphia — Of the Industrial School at Montclair,

New Jersey-Estimates of Mr. Royce-Of the Spring Garden Insti-

tute-Helpless condition of the graduate, growing out of an exclu-

sively intellectual training-Natural substances are fitted by indus-

try for use-Cost of support for public schools--Object of cduca-

tion - Manual skill and knowledge High-schools- Professor

Runkle's remarks upon high-schools-Manual training; its ad-

vantages-Mechanical art—Multiplicity of talent—The benefit of

generalizing illustrated by botany and chemistry-Applied to me-

chanic art-Drawing in all art-Generalizing tools-The use of

machinery — Has not superseded the necessity for skilled work-

men-Machinery has multiplied employments - Illustrations of

the power-loom, printing-press, steam-engine, and cotton-gin-

Effects of machinery in reducing prices and increasing conven-

iences-The demand for perfection of workmanship-Examples

of well-paid skill-Inventions and industrial ambition - The

forces of matter made useful-Machine-tools-Hand-skill still

required Building, carriage-making, etc.-The useful arts co-

operative-The use of machinery not art-The trained artisan

thinks while he works-Connection of science with useful art-

The mechanic the true demonstrator-Science-schools in Great

Britain-In the United States-In public schools-Education in

the rudiments of science a necessity-Laboratories and work-

shops attached to high-schools-Not to teach a particular trade,

but the underlying principles of all trades—Objection answered—

System illustrated—Mr. Magnus—City and Guilds of London In-

stitute-Finsbury Technical College-The system adapted to our

public schools

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