862 Transactions of the American Institute. 



is at the same time familiar with the schools and at home in the 

 workshop. 



Whatever department in the arts a youth may be designed for, he 

 must, to insure success in the future, be taught, not " in the school or 

 the workshop," the alternative formerly offered him, but in the school 

 and the workshop. 



Here then arises the necessity of technical and industrial schools, 

 in which, if properly conducted, knowledge is imparted so as not only 

 to train the mind to habits of thought and study, to give it capacity 

 for logical deduction, but in such a manner as shall, at the same time, 

 make the student familiar with the principles of the art which he is 

 to practice, and prepare him to learn the lessons taught in the work- 

 shop and manufactory rapidly and well. 



It is the tardy recognition of this great want, this vital necessity, 

 that has placed a great nation, which has been far in advance of all 

 others in manufactures and the useful arts, in a position, relatively to 

 her neighbors, that is causing the greatest uneasiness in the minds of 

 the more intelligent of her people and her statesmen. They see other 

 nations, who were formerly far behind, now rapidly overtaking her, 

 if not already taking the lead, in consequence of the earlier adoption 

 of a system of technical education for their people. 



Two hundred years ago Edward Somerset, the second Marquis of 

 Worcester, the inventor whose work has become familiar to us, 

 informed his fellow-countrymen of the growing necessity for such a 

 system of education for the people, and urged the establishment of 

 technical schools. 



For this he deserves higher honor than for anything he did for the 

 steam-engine. 



But the system first took a definite form upon the continent of 

 Europe, and, for more than a quarter of a century, it has grown with 

 the growth and strengthened with the strength of the western Euro- 

 pean nations, until it has, to-day, become a most important element of 

 their national power. 



In our own country this great need has been long recognized, but 

 the policy of our government does not permit it to institute systems 

 of teaching, as has been done by those of Europe, and it has remained, 

 to a great degree, unprovided for. 



Such education cannot be provided at the small cost that the 

 average citizen can well afford to pay, and, even if that were possible, 

 it is quite doubtful whether the vital necessity of such an education, 

 to the people rather than to the individual, and to the coming rather 



