EDUCATION, INDUSTRIAL. 



233 



of general intelligence in the nation. The ten- 

 dency of this method is to stimulate a desire 

 for excellence for its own sake, to supplant 

 the present want of respect for manual labor, 

 to foster thoroughness, to stimulate Americans 

 to attain a skill in handicraft that shall be 

 equal to that of the Europeans who now al- 

 most monopolize the best paying departments 

 of our industrial pursuits, and to turn the at- 

 tention of the rising generation toward the 

 callings in which there is or will be the great- 

 est demand for workers. From the first the 

 opposition to industrial education has been 

 comparatively small. It is generally approved 

 for special schools, and almost all the opposi- 

 tion to incorporating it into the common school 

 system arises from a mistaken belief that it is 

 intended to sacrifice some of the present intel- 

 lectual studies to fit the pupils for immediate 

 practice in certain trades and professions, 

 whereas the soundest advocates of this indus- 

 trial education are strenuously opposed to any 

 sort or branch of trade-teaching as such, and 

 only accept certain rudiments of certain trades 

 combined with the abstract studies on which 

 they are based, because they provide a better 

 means than any now in use to develop the 

 mental powers and at the same time develop 

 and train manual facility, the latter of which 

 they regard as an essential part of fundamental 

 training. 



Cooking has received much attention of late 

 as a branch of industrial education, and in 

 Boston has been made one of the common- 

 school studies. This, also, is practically teach- 

 ing a trade. Through the liberality of Mrs. 

 Augustus Hemenway, of Boston, a cooking- 

 school, known as the Boston School Kitchen 

 No. 1, was opened in the Tennyson Street Pri- 

 mary-School building, North End, in Novem- 

 ber, 1885. It was admirably fitted up and 

 placed in charge of a skilled cooking-teacher, 

 who gives instruction in the keeping of the 

 kitchen and care of cooking-utensils, as well as 

 in the making of dishes and the most important 

 facts in the chemistry of foods and their adapta- 

 tion to the wants of the human body. These 

 pupils, like those in the carpentry classes, are 

 selected by the masters of the schools in the 

 vicinity of the Tennyson Street building. In 

 1886-'87, there were ten classes of fifteen girls 

 each, each class receiving two hours a week, 

 the sessions of the cooking-school being held 

 the same as in the regular schools. The total 

 cost of such a school is about $900 a year. 

 The Boston School Kitchen No. 2 maintained 

 by the city, under the direction of the Manu- 

 al-Training Committee, is in the Drake Pri- 

 mary building, South Boston. It was opened 

 in the autumn of 1886. It is modeled after 

 No. 1. Being somewhat larger, it accommo- 

 dates twenty girls. Much private solicitation 

 has been made for similar schools in various 

 parts of the city, and in the present year the 

 Board of Education has opened one more 

 school in Roxbury, and has arranged for oth- 



ers in Charlestown and the South End. One 

 hundred and thirty-four girls attend the pri- 

 vate School of Cookery on North Bennett 

 Street, so that all the girls in the schools of the 

 city proper and South Boston have the oppor- 

 tunity to receive a course of twenty lessons in 

 cookery as a part of their common-school 

 education. 



Boston. The first general interest in this 

 subject among Americans was roused by the 

 exhibit at the Centennial Exhibition, in 1876, 

 of the work done at the Imperial Technical 

 School of Moscow, Russia. The School of 

 Mechanic Arts in Boston, established in the 

 same year as a department of the Massachu- 

 setts Institute of Technology, was the first di- 

 rect result of this influence, and was the first 

 attempt in this country to provide for boys a 

 course of study simply preparatory to trade- 

 teaching. It was arranged on a plan similar 

 to those of the Imperial Technical School of 

 Moscow, the Royal Mechanic Art School of 

 Komotau in Bohemia, L'Ecole Municipale d'Ap- 

 prentis of Paris, and the Ambachtsschoole of 

 the principal cities of Holland, with certain 

 differences adapted to the American student. 

 It has been the pioneer, and, with modifica- 

 tions, the model for nearly all the manual- 

 training schools that have since been estab- 

 lished in this country. The hand-work is done 

 without regard to any pecuniary value, but is 

 designed to train and develop the judgment, 

 self-reliance, and executive power of the stu- 

 dent. Pieces practically useful are only intro- 

 duced when this can be done without detri- 

 ment to the real purposes of the courses. Boys 

 under fifteen years of age are not received for 

 the regular course, and an examination equiva- 

 lent to that for the ordinary Boston grammar- 

 school graduation is required for admission. 

 The course includes two years of mechanical 

 training and intellectual study, arranged as fol- 

 lows : 



FIRST YEAR. 1st term: Shop-work carpentry; 

 algebra, geometry, English composition, mechanical 

 and free-hand drawing. 2dterm: Shop-work wood- 

 turning, pattern-making, foundry-work ; algebra, 

 geometry, metric system, English composition, me- 

 chanical and free-hand drawing. 



SECOND YEAR. 1st term :" Shop-work forging; 

 algebra, elementary physics, English composition, 

 mechanical and free-hand drawing/French. 2d term : 

 Shop-work vise-work, machine-tool work; geom- 

 etry, physics, English composition, French, mechan- 

 ical and free-hand drawing. 



The first attempt to add a manual-training 

 department to any public school was made in 

 Gloucester, Mass., in 1878, with money placed 

 at the disposal of the school trustees for this 

 purpose by the executors of the estate of 

 George O. Ilovey. A room was fitted up with 

 twelve benches and all equipments necessary 

 to teach 'the use of some of the principal 

 tools used in carpentry. With a practical car- 

 penter as teacher, the experiment was begun 

 with four Saturday classes of twelve members 

 each. The pupils were from the two upper 

 grades of the grammar-schools. The course 



