No. 4.] INDUSTRIAL EDUCATION. 21 



the pedagogical form under the circumstances in which he finds 

 those classes. The same is true of him who has to teach the 

 classics, or even the modern languages. In the matter of lan- 

 guage the form is less definitely determined than in the case 

 of mathematics, but it is still fairly well defined. It certainly 

 is to be questioned whether or not there has been any im- 

 provement upon the system which simply took the ' ' peda- 

 gogical form " used in teaching the classics and applied it to 

 teaching the modern languages. The main fact, however, is 

 clear ; in the older education, represented by the teaching in 

 the classical colleges, there has been the advantage derived 

 from established forms, by which both the process and the 

 result of the teaching have been essentially fixed. 



Industrial education, on the other hand, has lacked this 

 advantage ; and, lacking this, it has lacked that which can 

 be gained only through the experience of many years, and 

 by the tentative trials of man}'- institutions during these 

 years. Industrial education in this country, as in Europe, 

 is too young to have arrived at the maturity which will repre- 

 sent what such education is when at its best. And this 

 which is true of industrial education in general is true of its 

 dilferent divisions. So that it is a thing to be expected that 

 those departments of industrial education which lend them- 

 selves most readily to a teaching form should be most per- 

 fectly developed and therefore in the most satisfactory 

 condition. 



Mr. Carroll D. Wright, commissioner of lal^or, presented 

 a report, Feb. 7, 1893, in which he adopted a classification 

 separating industrial education into three divisions, respec- 

 tively represented by the schools for manual training, the 

 technical schools and the institutes of technology. The 

 "half-developed colleges of agriculture and the mechanics," 

 as he calls them, he places between the technical or trade 

 schools and the technological institutes of university grade, 

 giving them, rightly enough, perhaps, an indefinite and 

 rather nondescript position. Adopting, for convenience, 

 his classification, it is to be noticed, first, that industrial 

 education has been concerned with the mechanic arts and the 

 manufacturing industries almost exclusively, until a very 

 recent date. From the establishino- of the liensselaer Insti- 



