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CHAPTER V.

TECHNICAL INSTRUCTION IN GREAT BRITAIN.'

Introductory statement; recent legislation; antecedent causes, i. e., exposition of 1851, report of royal commission of 1881, recent investigations-Government aid supplementing local efforts-Elementary and secondary education as related to technical. SUMMARIES OF REPORTS.-Reports of county action with respect to the application of funds from the duties on spirits-Of national agencies for promoting technical instruction Of work in individual cities-London: Varied character of agencies; City and Guilds of London Institute; the polytechnics; appropriations from the London council-Bristol: Merchant Venturers' School—Birmingham: Influence of Mason College; Birmingham Municipal Technical School-Sheffield: Active interest of school board in technical instruction; the Central Higher Grade School; Sheffield Technical School of Firth College-Liverpool: Provision for technical instruction prior to 1889; concerted effort of school board and private school authorities for giving effect to the technical instruction act; extracts from their report; University College provision for higher forms of technical instruction; manual training in elementary schools; recommendations-Manchester: Preliminary work in elementary schools—C'entral Higher Grade School; influence of Owens College, Mather and Platts School, and the Manchester Grammar School; the Manchester Technical School-Leeds: Yorkshire College; provision for higher technical training; science schools of Leeds Mechanics' Institution; progressive spirit of the school board; Central Higher Grade School— Bradford: Technical College.

SCOTLAND.-Glasgow and Dundee as centers of effort.

AGRICULTURAL EDUCATION.-Government grants—University College of North Wales. CITATIONS.-Report of royal commission of 1881; reports of a technical instruction committee of the city of Manchester, 1891; report of a deputation of the council of Manchester Technical School, 1891.

INTRODUCTION.

The report of the Commissioner of Education for 1890-'91 contains a brief account of measures affecting technical instruction in Great Britain, especially the recent laws pertaining thereto, i. e., the technical instruction act, Scotland, 1887, empowering local authorities to estab lish technical schools and authorizing the levy of a tax not exceeding a penny in the pound for the support of the same, a similar law for England in 1889-amended 1891, and in 1890 the local taxation (customs and excise) act, which placed about $3,500,000 at the disposal of the county councils (England and Scotland) with the privilege of applying the same to technical instruction. Since the date of the report referred to, new agencies have been established for giving effect

1 By A. Tolman Smith.

to the laws relative to this interest, and existing agencies strengthened and expanded. The movement is so important, and is developing so rapidly that a fuller account of its causes and operations than was possible in the preceding report, seems desirable. Since that volume was issued the only legislation on the subject has been a new technical instruction act for Scotland (1892), giving larger liberty to local authorities than did the law of 1887. These several laws, and the practical measures resulting therefrom, are the outcome of agitations and efforts dating from the exposition of 1851. The effect of that exposition in rousing attention to the lack of the artistic element in English manufactures is well known. The superiority of continental goods over those of England in this respect could not be ignored, and was attributed to the superior provision made by continental countries for scientific and artistic training. The necessity of multiplying science and art schools for the benefit of English artisans was at once recognized. The royal commission appointed in 1881 to investigate the status of technical instruction in various countries pointed out many subjects, both of scientific and technical training, in respect to which the provision in England was still far inferior to that of continental countries. The immediate effect of the report was to stimulate efforts for overcoming this inferiority in the chief manufacturing centers of England. Nevertheless, after the lapse of ten years it does not appear that these scattered enterprises have fully met the demands; such, at least, is the opinion expressed by various committees that have recently investigated the conditions. The importance of local action in this matter, however, is not likely to be undervalued in England, where local initiative is always made the basis of Government action. The recent laws simply empower and foster local action, and make provision for supplementing local resources by appropriations from the public funds. As a result of the distribution of the surplus derived from the duties on liquors (Customs and Excise Act), every county has been made a district for the organization of technical instruction. In every manufac turing town, the resources of existing schools are being increased or new schools arising, while the leaders of the movement are working zealously to insure the adoption of the best schemes of instruction, a wise gradation or coördination of the various technical schools and classes, and the judicious application of the funds that the public. treasury annually yields to the work, i. e., $2,570,000 through the science and art department and $3,800,000 from the surplus of duties on spirits.

The interest that the subject excites is also reflected in measures relating to elementary and secondary instruction. Thus in 1890 the education department announced that the time devoted to drawing and manual training might be counted in making up the estimates of average attendance. This was in line with the action of the science and art department, which offered the same year a grant upon results of exam

ination in manual work. In 1891 the education department made drawing compulsory for boys, the order to take effect after August 31 of that year. The intimate relation between technical and secondary instruction is emphasized in all public measures pertaining to the latter. It is manifested in the proposed new regulations for evening schools,' which are intended to give greater freedom of choice in respect to studies and to make provision for both science and technical courses.

The same relation is kept in view in the efforts for the organization of secondary instruction, which have resulted in a bill lately submitted to Parliament.

As to the actual state of technical instruction in Great Britain, it would be impossible to form a just estimate without careful study of the work in every county. Reports of operations in the chief cities, however, help to give a clearer impression of the movement that has permeated the entire country than can be formed from general statements. For this reason summaries and extracts from recent reports on the subject are appended. These relate (1) to general agencies for fostering technical instruction; (2) to local agencies and schools. The latter differ so widely in their character and the reports which are available are so varied in scope and arrangement as to preclude any general plan in the selection of particulars, such as might facilitate comparisons. It may be observed, however, that local technical schools are organized with special regard to local industries and their courses of study almost always arranged with reference to the examinations of the science and art department, which disburses the annual appropriations from the public treasury for science and art instruction. This grant amounted in 1891-'92 to $2,578,750.

The conclusions of the commission of 1881 were republished in the report of this office (1882-'83). Their repetition in part at this time seems desirable in connection with the views of recent committees appointed for similar investigations. These opinions, set forth at the interval of a decade, afford an insight into the industrial needs of England, and into the educational policy relating thereto, of great interest to our own people. Citations from the sources indicated are therefore appended to the summaries of current operations.

REPORT OF OPERATIONS UNDER RECENT LAWS.

In December, 1892, the committee of council on education addressed a circular letter of inquiry to the local authorities empowered to make provision for technical instruction, requesting information as to the extent to which the funds accruing under the customs and excise act (amounting for the year to about $3,800,000) had been applied to technical instruction, and the nature of the provision created or fostered thereby.

Issued for 1893.

to the laws relative to this interest, and existing agencies strengthened and expanded. The movement is so important, and is developing so rapidly that a fuller account of its causes and operations than was possible in the preceding report, seems desirable. Since that volume was issued the only legislation on the subject has been a new technical instruction act for Scotland (1892), giving larger liberty to local authorities than did the law of 1887. These several laws, and the practical measures resulting therefrom, are the outcome of agitations and efforts dating from the exposition of 1851. The effect of that exposition in rousing attention to the lack of the artistic element in English manufactures is well known. The superiority of continental goods over those of England in this respect could not be ignored, and was attributed to the superior provision made by continental countries for scientific and artistic training. The necessity of multiplying science and art schools for the benefit of English artisans was at once recognized. The royal commission appointed in 1881 to investigate the status of technical instruction in various countries pointed out many subjects, both of scientific and technical training, in respect to which the provision in England was still far inferior to that of continental countries. The immediate effect of the report was to stimulate efforts for overcoming this inferiority in the chief manufacturing centers of England. Nevertheless, after the lapse of ten years it does not appear that these scattered enterprises have fully met the demands; such, at least, is the opinion expressed by various committees that have recently investigated the conditions. The importance of local action in this matter, however, is not likely to be undervalued in England, where local initiative is always made the basis of Government action. The recent laws simply empower and foster local action, and make provision for supplementing local resources by appropriations from the public funds. As a result of the distribution of the surplus derived from the duties on liquors (Customs and Excise Act), every county has been made a district for the organization of technical instruction. In every manufac turing town, the resources of existing schools are being increased or new schools arising, while the leaders of the movement are working zealously to insure the adoption of the best schemes of instruction, a wise gradation or coördination of the various technical schools and classes, and the judicious application of the funds that the public treasury annually yields to the work, i. e., $2,570,000 through the science and art department and $3,800,000 from the surplus of duties on spirits.

The interest that the subject excites is also reflected in measures relating to elementary and secondary instruction. Thus in 1890 the education department announced that the time devoted to drawing and manual training might be counted in making up the estimates of average attendance. This was in line with the action of the science and art department, which offered the same year a grant upon results of exam

ination in manual work. In 1891 the education department made drawing compulsory for boys, the order to take effect after August 31 of that year. The intimate relation between technical and secondary instruction is emphasized in all public measures pertaining to the latter. It is manifested in the proposed new regulations for evening schools,' which are intended to give greater freedom of choice in respect to studies and to make provision for both science and technical courses.

The same relation is kept in view in the efforts for the organization of secondary instruction, which have resulted in a bill lately submitted to Parliament.

As to the actual state of technical instruction in Great Britain, it would be impossible to form a just estimate without careful study of the work in every county. Reports of operations in the chief cities, however, help to give a clearer impression of the movement that has permeated the entire country than can be formed from general statements. For this reason summaries and extracts from recent reports on the subject are appended. These relate (1) to general agencies. for fostering technical instruction; (2) to local agencies and schools. The latter differ so widely in their character and the reports which are available are so varied in scope and arrangement as to preclude any general plan in the selection of particulars, such as might facilitate compar isons. It may be observed, however, that local technical schools are organized with special regard to local industries and their courses of study almost always arranged with reference to the examinations of the science and art department, which disburses the annual appropriations from the public treasury for science and art instruction. This grant amounted in 1891-'92 to $2,578,750.

The conclusions of the commission of 1881 were republished in the report of this office (1882-'83). Their repetition in part at this time seems desirable in connection with the views of recent committees appointed for similar investigations. These opinions, set forth at the interval of a decade, afford an insight into the industrial needs of England, and into the educational policy relating thereto, of great interest to our own people. Citations from the sources indicated are therefore appended to the summaries of current operations.

REPORT OF OPERATIONS UNDER RECENT LAWS.

In December, 1892, the committee of council on education addressed a circular letter of inquiry to the local authorities empowered to make provision for technical instruction, requesting information as to the extent to which the funds accruing under the customs and excise act (amounting for the year to about $3,800,000) had been applied to technical instruction, and the nature of the provision created or fostered thereby.

Issued for 1893.

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