846 EEPORT — 1887, 



sion of Parliament, a system of workshop-scliools would very quickly spread 

 throughout the country under their energetic management. With fully equipped 

 workshop-schools they would raise up a body of scientific handicraftsmen who 

 would quickly regain our former prestige in the great manufactures in metal, and 

 wood, and textile fabrics. Thus they would be able to defy the keenest competition 

 of our foreign rivals, and to maintain the commercial supremacy of this great 

 Empire. 



5. Manual Training : an Exijeriment at Keswick. 

 By the Rev. H. D. Rawnsley. 



Our country needs not only cleverer artisans with greater wage-earning capacity, 

 but men whose whole capacities, hand and brain and feeling, shall be drawn out, 

 that so happier lives, as well as more useful, may be the result. This should be 

 incentive to the industrial art-teacher. 



Lower motives to the work of educating industrial art-workers exist. 



(1) A rich class with taste to buy good hand work is bent on securing it for its 

 domestic luxury. 



(2) Competition of foreign handcrafts bids us wake to the importance of 

 looking to the training of English hands. 



Decentralising agencies needed. Industrial arts, by making people content to 

 stay and work at them in the country towns and villages, will help in this direction. 



A feeling encouraged for art and observation of nature will keep alive and 

 preserve the individuality of the workmen in the hard mechanic city rounds of 

 industry. 



The best nurse of art and feeling for it, a quiet country-side well loved. Our 

 country-sides feed the town. Let us push forward industrial arts in country 

 places. 



After a history of the industrial art experiment at Keswick and a description of 

 a visit to the school on a working night, the author summed up the results of the 

 attempt : — A possible focus for artistic feeling and talent in the community. Sur- 

 prise of speed in learning the use of the hand. A certain accustoming of the eyes to 

 good strong design, and a deep feeling for good design developed. Discovery 

 that good work is slow work, and that intrinsic merit, not money's worth, is the 

 thing to be striven after. 



6. Home Education in its Bearing on Technical Education. 

 By Miss C. M. Mason. 



Twenty years hence it will be no longer necessary to urge so obvious a 

 necessity as that of technical education in the sense of the best conceivable special 

 training for a special calling. But, alas ! those of us who are already engaged in 

 such training will echo a sigh over the material which comes to hand. You 

 cannot make a silken purse out of such sow's ear. We must ' hark back ; ' the 

 specialist is produced in his cradle, or earlier, and the technical educator makes 

 ropes of sand until he works with the co-operation of parents. ' The training of 

 children,' says Mr. Herbert Spencer, ' is dreadfully defective, and in great measure 

 it is so because parents are devoid of that knowledge by which this training can 

 alone be rightly guided.' Send a youth, equipped with the habits of the trained 

 intelligence, the habits of the good life, to learn the technicalities of his calling, 

 and the enthusiast sees with leaps of heart all that might be made of him. But 

 such material is beyond hope to most of us. Our effort is to help lame dogs over 

 the stile, since few but lame dogs offer. But the lameness is preventible. Edu- 

 cation enfolds infinite possibilities, and perhaps we have yet to see the noble and 

 lovely human being resultmg from an even approximately perfect scheme of 

 education worthily carried out. What, practically, is education ? Let me offer a 

 definition, by no means exhaustive, but bearing on that view of the subject before 

 us to-day. Education is the fonnation of habits. Pending the development of 

 the wiU, which arrives at maturity, if ever, only with the maturity of the man, it 



