no 



SCIENCE. 



[N. S. Vol. XXIV. No. 604. 



schools. Chicago, St. Louis, Omaha, Peoria, 

 Waltham, Winona and LaPorte have watch ma- 

 king and engravers' schools. The universities of 

 Wisconsin and Minnesota, and the Iowa College 

 of Agriculture have schools of dairying. For 

 dressmaking, millinery and the domestic arts 

 and science, schools exist in Boston, New York, 

 Brooklyn, St. Louis and Philadelphia. Eight 

 cities contain schools to teach barbering. St. 

 Louis has a school for railway telegraphers; 

 Effingham, Illinois, a college of photography, and 

 New York an academy for shipbuilders. 



Still another extension of technical education 

 is to be noticed in our large cities, where technical 

 schools have opened their doors in the evening 

 and have invited students, employed during the 

 day, to enter and learn what they can. These 

 night schools are exceedingly common in England, 

 so common that they have undermined the in- 

 fluence of the regular day schools and have im- 

 planted the erroneous idea in the mind of the 

 average young Englishman that he can work all 

 day, go to school at night, and still be successful 

 in each case. Such we know to be fallacious. 

 The true conception of night school work is that 

 it is only a means of securing essential facts, 

 but is not education in its truest sense. The 

 Germans have not made this mistake and em- 

 phasize the necessity of giving undivided atten- 

 tion either to educational work or to industrial 

 work, but not to combine the two. Interesting 

 in connection with evening instruction by technical 

 schools is the use of local centers or technical 

 clubs, with home-rule organization, but with the 

 same end in view. 



At the end of this list must be added the edu- 

 cational work of the Y. M. C. A., which quietly 

 but effectually reaches thousands of students. All 

 these influences combined reach an industrial 

 army that can be counted in the millions. The 

 movement for more technical education is cer- 

 tainly far-reaching and important. 



He also expresses the opinion that at 

 one time or another not less than two mil- 

 lion in the United States have taken one 

 or more courses in some correspondence 

 school. The industrial training given at 

 Tuskegee is another indication of the great 

 value placed upon it as an essential part 

 of education and possesses additional in- 

 terest and importance from the fact that it 

 is regarded as the most efficient manner in 



which to permanently improve the condi- 

 tion of the negro in the south. 



In our own state, the Lowell Textile 

 School opened in October, 1897; that in 

 New Bedford in October, 1899, and that in 

 Fall River in 1900. These, in Massachu- 

 setts, are trade schools of a pure type, and 

 serving a most useful purpose, supported 

 in part by the commonwealth in the inter- 

 ests of the textile industries which from 

 the earliest times have been so important 

 to our people. 



This need was recognized by the advisory 

 committee invited by the trustees of the 

 Carnegie gift to present a plan for the 

 technical school to be established at Pitts- 

 burg. They recommended the establish- 

 ment of the (1) Carnegie Technical Col- 

 lege; (2) Carnegie Technical High School, 

 where is to be taught engineering prin- 

 ciples, steam engine practise, pattern ma- 

 king, tool making, etc.; (3) Carnegie day 

 and evening classes for artisans. The two 

 latter recommendations attempt to provide 

 for the need of which I have spoken. This 

 plan seems to be modeled upon that of Nor- 

 way, proposed in 1868, involving Sunday 

 and evening schools for mechanics, elemen- 

 tary technical schools of a practical char- 

 acter and a polytechnic institute of the 

 highest grade. 



The subject of industrial and technical 

 education in this commonwealth has been 

 recently considered in the report of a com- 

 mittee appointed under the authority of 

 the legislature of which our accomplished 

 fellow townsman. Dr. Carroll D. Wright, 

 president of Clark College, is the chairman. 

 His attainments in industrial economics 

 make this report of authoritative value. 

 In it the need in this country is recognized 

 of more skilled workmen, of those possess- 

 ing not so much manual dexterity as 'in- 

 dustrial intelligence,' by which is meant — 

 and I now quote from the report — 



