232 



EDUCATION, INDUSTRIAL. 



16,000,000 pounds; then England, 14,000,000 

 pounds, and the United States, 8,500, 000 pounds. 



Ivory-Nuts. There had been shipped abroad 

 from Guayaquil in 1886, 197,808 quintals of 

 ivory-nuts, against 169,000 in 1885, and 107,- 

 759 in 1884. From Jan. 1 to Oct. 1, 1887, 

 237,157 quintals had been shipped. 



Earthquake. The most violent earthquake 

 experienced at Guayaquil since 1868 occurred 

 at twenty minutes past six o'clock A. M. on 

 June 29, 1887. The shock lasted two minutes 

 and twenty seconds, and the direction of the 

 movement was from northeast to southwest. 

 All the clocks in the city were stopped at the 

 moment of the shock, and several buildings 

 were demolished, but without injuring any- 

 body. The great earthquake of Aug. 13, 1868, 

 was most severe on the western flanks of the 

 Peruvian Andes. The immense ocean-wave 

 created by the upheaval of the Peruvian coast 

 was propelled across the Pacific Ocean. On 

 the adjacent South American coasts the sea- 

 wave was very destructive, accomplishing in 

 a few minutes greater havoc than the earth- 

 quake had made. 



Boundary Dispute. The Queen-Regent of Spain 

 is to arbitrate in the matter of the limits be- 

 tween Ecuador and Peru. 



The Death Penalty. During the session of 

 Congress that terminated on August 10, the fol- 

 lowing law was passed, in conformity with Ar- 

 ticle 136 of the Constitution : " The death 

 penalty is not to be applied in punishment of 

 purely political transgressions of the law, ex- 

 cept in cases where a military, armed, and or- 

 ganized rising takes place with the intention 

 of disturbing by force the constitutional order 

 of things. The following are not considered 

 political crimes, although they may have politi- 

 cal ends for a pretext : Treason to the coun- 

 try, parricide, assassination, incendiarism, pil- 

 lage, piracy, and the criminal deeds of military 

 men in active service." 



EDUCATION, INDUSTRIAL. The term "in- 

 dustrial education " has come into common 

 use within the past few years, with two dis- 

 tinct meanings. In one sense it is applied to 

 education intended to foster industrial skill 

 and fit the pupil to enter some industrial pur- 

 suit on leaving school. But it is used by the 

 most enlightened educators in a totally differ- 

 ent sense, synonymous with the terms "new 

 education," "creative method," and "manual 

 training," anil is regarded solely as a means of 

 promoting the general education of the pupil 

 by a new system of mental, moral, and physi- 

 cal development The present article will 

 treat the subject of industrial education in the 

 United States in the latter more restricted 

 meaning, viz., the development of the kinder- 

 garten principle into a system of general fun- 

 damental training, from the beginning to the 

 end of the common-school age. 



The Kindergarten was founded in this coun- 

 try by Miss Haines. Its first important 

 branches were established, respectively, in 



Boston by Miss Elizabeth P. Peabody and her 

 sister, Mrs. Horace Mann ; in New York by 

 Mme. Kraus-Bdlte; in St. Louis, by Miss Su- 

 san E. Blow. To them nearly all the present 

 kindergarten in America can be traced, and 

 the general acceptance of the theories that the 

 development of the child should begin with a 

 guidance of a spontaneous activity by games 

 and recreations, in which practical knowledge 

 for its own sake is ignored. There are about 

 500 kindergarten institutions, in at least twen- 

 ty-eight States and Territories, with about 20,- 

 000 pupils ami 1,000 teachers. The system 

 has been introduced into the first six grades 

 of the common schools in most of our large 

 cities, and is an unquestionable success. The 

 next step in progress, therefore, is the move- 

 ment to introduce the manual-training school. 

 The kindergarten regards the child as prima- 

 rily a doer, so as to prepare him to become a 

 knower; so-called industrial education takes 

 him from his recreations to the workshop, 

 and proceeds in the same line of development. 

 The doing goes on, and the knowing begins, 

 by means of a system that neglects none of the 

 faculties that the kindergarten has begun to 

 develop, as does the present common-school 

 system, but proceeds logically to educate even- 

 ly the brain, the eye, and the hand. 



This system has been advocated as a part of 

 the common-school curriculum for about ten 

 years. Among its first and leading advocates 

 have been Felix Adler and G. von Tanbe, of 

 New York, Francis A. Walker and John Clark, 

 of Boston, C. M. Woodward, of St. Louis, and 

 James McAlister, of Philadelphia. Since at- 

 tention has been called to it, the leading edu- 

 cators of the country have begun to study its 

 merits and the practical tests to which it has 

 been put in the industrial training-schools of 

 Europe. By the majority of these men it is 

 warmly approved, as being superior to the old 

 system in its effect on the health, the mind, 

 and the morals, and practically in making the 

 hand a useful instrument. The chief argu- 

 ments in its favor are : that it is based on a 

 scientific understanding of the physiological 

 development of the child's mental capacity ; 

 that in beginning at an early age to give chil- 

 dren a knowledge of shape, form, and color, 

 of common materials, their beauty and their 

 usefulness, of tools and how to use them, and 

 to teach them the application of abstract 

 mathematical studies, not only gives them a 

 broader understanding and appreciation of art 

 and mechanics, but also cultivates habits of 

 industry and practical views, accustoms them 

 to exact measurements, to close observation 

 and accuracy in thought as well as work, and 

 at the same time supplies them with some fun- 

 damental training for the practical demands of 

 life, while employing the best possible means 

 of developing the reasoning powers, quicken- 

 ing the constructive and inventive faculties, 

 overcoming a growing distaste in the race for 

 purely intellectual work, and raising the grade 



