u 
Magazine  of  the  School  of  Agriculture. 
the  company  of  Sir  Samuel  Grenier,  are  attended 
by  about  1,000  students  from  14  to  40  years  of 
age,  the  great  majority  of  them  being  employed 
during  the  day  in  workshop  or  factory,  while 
about  800  are  apprentices.  On  account  of  the 
special  character  of  the  teaching  offered  in  these 
Technological  classes,  necessitating  the  appoint- 
ment of  teachers  well  grounded  in  Science  as 
well  as  practically  acquainted  with  the  details 
of  the  particular  trade  operations  taught  in  each 
class,  there  was  much  difficulty  experienced, 
1 undei stood,  in  successfully  conducting  all  the 
various  classes,  especially  in  some  of  the  pro- 
vincial schools.  It  is  not  every  Science  teacher, 
however  well  acquainted  with  the  principles 
and  practice  of  his  Science  who  can  be  found 
to  undergo  a prolonged  apprenticeship  to  any 
trade  to  teach  the  details  of  that  trade  to  in- 
telligent and  skilled  workmen  who  have  already 
served  their  apprenticeship.  On  the  other  hand 
it  is  not  every  skilled  workman  who  has  also 
gone  through  the  necessary  Science  training  who 
has  the  gift  of  teaching,  and  yet  it  is  such  a 
triple  qualification  in  Science  and  Art  and  special 
education  in  teaching  that  is  needed  for  the 
conduct  of  a technological  class.  All  the  teachers 
of  the  Trade  classes  at  Finsbury  are  men  who 
have  worked  at  their  industry  as  foremen. 
In  addition  to  the  Evening  classes  for  work- 
men, there  are  day  classes  in  connection  with 
the  Finsbury  Technical  College  for  pupils  who 
are  able  to  devote  from  one  to  three  years  to 
systematic  technical  instruction,  either  to  fit 
them  to  fill  important  posts  in  industrial  works, 
or  to  enter  upon  the  advanced  scientific  and 
technical  course  of  the  Central  Institution, 
London,  or  similar  institutions  elsewhere. 
Of  superior  Technical  Institutes  combining  the 
faculties  of  a University  with  those  of  a technical 
school  corresponding  to  the  Federal  Polytechnic 
of  Zurich,  or  the  Polytechnic  Schools  of  Germany, 
Austria  and  Italy,  there  are  but  few  in  the 
United  Kingdom.  Owen’s  College,  Manchester,  is 
said  to  be  an  institution  of  this  character,  and 
so  also  University  College  and  King’s  College, 
London,  but  I confess  I fail  to  detect  the 
resemblance.  The  German  Polytechnic  is  “co- 
ordinate with  the  University” — it  is  a University 
in  itself.  Here  for  instance  is  a diagram  which 
will  give  you  not  only  a fair  idea  of  the  scope 
and  functions  of  a German  Polytechnic,  but  also 
a general  view  of  the  subordination  of  the 
various  schools  in  a German  State.  (It  is  taken 
from  one  of  Sir  Philip  Magnus’s  works  on 
Technical  Education  to  which  I am  largely  in- 
debted for  many  of  the  facts  I have  put  before 
you  to  day.) 
In  Munich,  where  early  education  is  com- 
pulsory and  gratuitous,  as  it  is  all  over  Germany, 
the  population  in  1885  and  1886  was  262,000,  the 
average  attendance  of  children  28,000,  or  1 in 
9 of  the  entire  population.  The  Elementary  School 
age  is  between  6 and  13,  the  cost  of  educa- 
tion is  borne  by  the  State  and  amounts  to  £640,000 
a year.  Children  leaving  the  primary  school 
at  13  pursue  their  studies  in  an  Evening  Con- 
tinuation School  from  3 to  5 years,  where  they 
learn  in  addition  to  elementary  subjects  Indus- 
trial Drawing,  Bookkeeping,  Elementary  Science. 
Those  intended  for  higher  education  leave  school 
(it  10  to  pass  into  the  Real  Scbule,  where  the 
course  of  instruction  comprises  German,  at  least 
one  other  modern  language,  Science  (Natural 
History,  Physics,  Chemistry),  Mathematics,  Geo- 
graphy, History,  Drawing.  They  leave  at  the  age 
of  14  or  16.  They  may  now  either  enter  the 
Technical  College  (Industrie-Schule),  where 
the  education  of  each  student  costs  the  State 
about  £30  a year.  Here  the  education  is 
practical,  and  intended  to  fit  them  to  enter 
directly  upon  commercial  or  industrial  work. 
The  school  course  lasts  2 years.  There  are  four 
divisions  according  as  the  student  is  intended 
for  engineering,  chemical,  building,  or  commer- 
cial work.  The  rooms  are  replete  with  models, 
and  besides  an  art  studio,  a laboratory,  a 
museum  See.  which  are  indispensable  features  of 
such  institutions,  arrangements  exist  for  work- 
shop instruction  on  an  advanced  scale. 
Children  who  intend  to  receive  a higher 
secondary  education  leave  at  9 and  enter  a 
first  grade  classical  school,  either  the  Humanistic 
Gymnasium  with  Greek  or  the  Real  Gymnasium 
without  Greek.  The  study  of  Greek  is  com- 
menced at  12. 
From  these  schools  the  pupils  pass  on  to  the 
University  or  the  Polytechnic  High  School.  Til* 
latter,  to  which  1 shall  confine  my  attention,  is 
a University  in  every  sense  of  the  term,  and 
consists  of  six  special  schools,  the  General  School 
for  the  training  of  teachers,  the  civil  engineer- 
ing, the  architectural,  the  mechanical  engineer- 
ing, the  chemical  and  the  agricultural.  There 
are  no  less  than  196  different  courses  of 
lecturers  mentioned  in  the  programme,  and  these 
are  assigned  to  36  professors  and  34  teachers, 
besides  assistants. 
I regret  that  the  limits  of  my  time  will  not 
permit  me  to  refer  to  the  distinctive  features 
of  the  methods  of  technical  instruction  pursued 
in  France  and  in  the  United  States,  several  of 
which  are  unique  in  many  respects — e.y.,  the 
Model  School  of  Monge,  in  France,  which  though 
not  a pure  Technical  School  embraces  technical 
instruction,  but  is  peculiar  in  discarding  hooks, 
prizes,  punishments,  and  home  work  ; the  Trade 
schools,  like  that  of  the  Rue  Tourne  Fort,  in 
Paris,  where  in  addition  to  the  usual  primary  in- 
struction, children  of  6 to  10  have  3 hours’ 
lessons  in  manual  work,  and  boys  of  10  and 
11  are  taught  drawing,  modelling,  carving,  joiner- 
work,  smith's  and  fitter's  work,  whilst  in  their 
12th  year  the  instruction  is  specialised,  each 
pupil  taking  to  some  special  trade  ; the  Technical 
School  for  yirls  started  by  Mme.  Elisa  Lemmo* 
nier  in  1852,  and  afterwads  taken  under  the  pro- 
tection of  a Ladies’  Society  (La  Societe  pour 
T enseignement  professionel  des  femmes ) with  the 
object  of  giving  a free  general  education  and 
teaching  some  lucrative  trade  : dressmaking,  wood 
engraving,  porcelain  painting  &c.,  and  last  but  not 
least  the  Manual  Training  Schools  of  the  United 
States,  the  successful  development  of  which  has 
elicited  the  admiration  of  the  best  technical 
authorities  in  Europe. 
I have  thus 'endeavoured  to  give  you  (very 
briefly  and  very  imperfectly  I fear),  a"  bird's-eye 
view  of  the  chief  methods  for  providing  tech- 
nical education  in  some  of  the  chief  industrial 
centres  in  Europe. 
And  now  1 come  to  the  practical  and  local  appli- 
cation of  this  problem  of  Technical  Education 
