and increasing prosperity of nations must be based on an enlightened employment of natural products and forces." The truth of this is daily more apparent. Here we have laid broad and enduring foundation for a comprehensive common school system, which, if it has not yet reached its full measure of usefulness, is in a fair way to do so. But for special instruction, either elementary or higher, which all modern industrial life establishes as absolutely necessary for success, our provision is wholly insufficient. On the other hand, the interest felt in this matter of industrial education in Europe is strikingly manifested by the following summary of what is being done in the leading states thereof:

ter.

AUSTRIA,

in common with other German States, has an extensive system of special schools, designed for persons employed in the useful and mechanic arts. They are of dif ferent grades, from those wherein apprentices are trained to the polytechnic schools, where the mining, civil, and mechanical engineers, the architect and constructor, the industrial and practical chemist, and the scientific manager of factory, foundry and workshop, can all obtain the training essential for success in their several pursuits. The system pursued in Austria and other European states may not be the best adapted for our wants, but it will show what is being done elsewhere in this important matIn Austria proper there are 45 superior schools and academies for scientific instruction in agriculture, horticulture, forestry, the culture of the vine and the silkworm, and veterinary surgery; also of mining, navigation, and commerce; with 7 polytechnic schools, in all having 5,951 pupils and 426 professors and teachers, (1868.) These schools are in part sustained by the imperial government, and are under the general direction of the minister charged with educational matters. Hungary has 13 similar schools, with 116 teachers, and 1,311 pupils. Bohemia has an extended system of industrial instruction, more diffuse than in other parts of the empire. What are termed "burgher schools," answering to our secondary or grammar schools, have special courses designed for mechanical and commercial training. Besides, there are throughout the Austrian provinces a large number of workman and apprentice schools, usually teaching some special trade. In Vienna and Prague there are a number of these. In the latter city there is one whose course includes the technical sciences, practical weaving, linear and free hand machine and constructive drawing, lectures on machinery, practical chemistry, and modeling. There are classes for machinists, building trades, weavers, dyers, industrial art, as for goldsmiths, jewelers, porcelain makers, &c. The Austrian polytechnics have been in existence for more than a century. They are in part sustained by the government, and in part by the fees received from students. These are small, and provision is made for gratuitous instruction. The course of studies pursued is comprehensive, and the collections of models, tools, laboratories, museums, and libraries attached are large and constantly being increased.

BADEN.

The duchy of Baden boasts of not less than 50 special technical schools, with 5,772 pupils; among these, 41 schools of "arts and trades," with 4,803 pupils. There are several for teaching watch-making, weaving, agriculture, straw-plaiting, (for girls,) which give instruction not only in those pursuits, but in studies of a general character. The Carlsruhe Polytechnic School is regarded as among the model institutions of its class. It was founded in 1814, as an engineering school; but has been gradually enlarged, until it now includes divisions or schools of engineers, architects, builders, foresters, chemists, machinists, commerce, and of posts. The latter division is common in the European schools, and is designed to educate men for government postal service and in the management of roads and telegraphs. The student may select his studies and follow any given course. The qualifications requisite are elementary knowledge. The preparatory course is one or two years in length, and their technical studies last from two to four years. The fees are $3 admission, and 66 Rhenish florins per annum. Some are admitted to lectures only. The buildings are regarded as among the best in Europe; as are also the collections, laboratory, museum and library. In 1868 there were 589 regular pupils in attendance.

BAVARIA.

The Bavarian system is extensive and highly praised. It includes, besides a good system of elementary, secondary, and high schools, a large number of technical and industrial schools, embracing, besides normal, music, painting, sculpture, and other belonging to the fine arts, 4 superior agricultural academies, with 29 sections for similar instruction in that number of superior trade schools. These latter have commercial as well as mechanical and industrial art courses. The pupils in attendance number several thousand. Schools of forestry, horticulture, veterinary surgery, and commerce are also

in operation. The Bavarian schools, long established, and reorganized in 1864, have for their chief design "to carry the sciences into industry, and to put industrial pursuits upon a footing corresponding to the progress of technical art and the competition of foreign industry." In the trade schools the studies embrace physics, drawing, modeling, chemistry, geometry, and mechanics. Practical labor in workshops and on the farm are part of the courses. The polytechnic is the apex of the Bavarian system. It embraces the usual scientific courses. Small fees are required; but remitted in deserving cases. At Passau, Munderberg, and at Berchtesgaden there are special training schools. The latter teaches wood-carving. At Augsburg is the Royal School of Machinery, which has a peculiar reputation for beautiful models of machinery, &c., made by the pupils. Many of the polytechnic schools and museums are supplied therefrom. Each pupil works in the shop, as well as receives appropriate theoretical instruc tion. The Nuremberg School of Art, as applied to trades, is famous all over Europe. Its course is thorough, and includes drawing, plain and from ornamental models, architecture, the antique, from life, plastic studies, embossing, sculpture, wood-carving, brass-founding, engraving, with classes in perspective and shadows, and in anatomy. It is affirmed that this school has contributed largely to national prosperity.

WÜRTEMBERG,

with 1,700,000 inhabitants, is conceded to possess the best educated population in Europe. Besides a complete system of general schools, she has one technical university and 10 technical schools of the next grade, with 539 instructors and 5,148 pupils. There are 11 building and trade schools, giving a thorough theoretical and practical training in those occupations. They have 286 teachers and 6,457 students. There are 108 trade and industrial schools, having 8,254 scholars. There is an admirable polytechnic university at Stuttgardt, designed for the education of the higher class of professional men. The eminent English engineer, J. Scott Russell, in his work "Technical Education," gives a full account of the remarkable system prevailing in this little kingdom, and shows to what a height the intelligence and progress of the people, as well as the prosperity of the community, may attain under such admirable training. Speaking generally, Mr. Russell says: "In every country where technical education has taken root and had time to bear fruit, I also find unquestioned proofs of the rapidity with which increased intelligence and enlarged knowledge bring increase in employment and remuneration."

PRUSSIA-NORTH GERMANY.

The special technical system of Prussia, to which most of the smaller German states now conform, will bear brief examination. There are in Prussia alone 361 schools devoted to architecture, mining, agriculture, forestry, navigation, commerce, and other technical studies, general and special. Besides schools for weaving and the textile manufactures, there are 265 industrial schools whose studies and hours are directly arranged for the use of mechanics. They are classified as the central academies, approaching nearly to the polytechnic grade. The provincial and municipal improvement schools, and those for foreman, workman, and apprentice, all are fitted with models, tools, and laboratories. There are a large number of drawing schools, in which the classes are arranged to suit various trades needing such instruction. The agriculture schools are thorough, being divided into general and special. In the weaving schools the pupils receive practical instruction, and also study chemistry, as applied to the textile arts, &c.

Saxony has 76 technical schools, and a number for special instruction in various trades and occupations. The Dresden Polytechnic is one of the best in Europe. An excellent training school for women also exists, in which instruction is afforded in commercial and other branches. All the states of North Germany are being affiliated to the excellent system of Prussia.

SWITZERLAND

has a complete system of technical and special industrial schools honored by the best though youngest polytechnic institution in existence; such high praise is awarded it by competent English observers like Messrs. Samuelson, J. Scott Russell, and others, who have examined these institutions. The industrial and scientific university is located at Zurich. The buildings were erected at the expense of that canton, costing over $500,000. There are 7 schools or courses of study, architecture and construction, civil engineering, mechanics and machinery, chemistry, inorganic, applied and industrial agriculture, forestry, and rural economy, moral and political economy, and the fine arts. The federal government makes an annual appropriation of $40,000 towards its maintenance. There are over 70 regular professors, tutors, and assistants, and an average of 600 pupils. In addition to this federal polytechnic, there is an excel

lent technical institute at Lausanne, designed for the education, in the French cantons, of engineers, mechanicians, chemists and architects. It was started by an association, but receives a subsidy from the canton government, and also from the Lausanne commune. Small fees are charged, though provision is made for scholars who are unable to pay, but they must pass a competitive examination. There are 20 industrial schools for girls, in different cantons; a school for weavers, one for watchmakers, and another for wood-carving and drawing, besides 7 agricultural schools for boys. The Zurich cantonal schools are famous, and are held up as models to educators everywhere.

In consequence of the impetus given by these schools, eminent English authority say, it may be safely declared that "the Swiss, in their far valleys, are rapidly growing a dexterous and successful manufacturing people." More than half the students are from other countries. Besides the extensive corps of professors, there are excellent laboratories, workshops for the practical application and teaching of the several industrial arts, fine collections of models of all kinds, and an extensive and well-selected library. A good observatory, well fitted up, is also part of the polytechnic.

BELGIUM

has been active for the last twenty years in promoting industrial education. The result is marked in growing manufacturing importance. There is 1 college and school of agriculture; 1 of horticulture, forestry, and veterinary surgery. The simpler branches of these are taught in a large number of the primary schools. Of commercial schools there is 1 superior, and 12 secondary; 3 navigation schools, and 15 technical, with 2,293 pupils. Besides these there are 68 workshop schools, with 1,857 pupils. They have 1,428 looms in them, and have sent out, since 1845, 27,373 thoroughly trained weavers. The expenses are divided between the state, province, and communes. There is a royal academy of arts, mining, and manufacturing at Liege, and one of engineers at Ghent, besides art, as applied to industry, is taught in 60 academies and schools, having more than a thousand scholars.

ITALY

justifies her renewed unity by a renewal of industrial growth which is quite surprising. There were in 1868, 964 secondary technical schools, giving instructions in drawing, mechanics, industrial chemistry, &c., to 42,800 pupils. There were also 132 free technical schools, with 16,955 pupils; 72 assimilated with 6,495, and 55 royal or or principal technical schools having 5,868 scholars; besides, there are 3 superior and 84 institutes of technology, making a total as above stated. In the principal school at Milan there were 252 pupils. In addition to these designed mainly for the use of artisans and mechanics, at Naples there is I school of applied engineering and 2 of mining. Besides these, Italy has 29 art schools.

NORTHERN EUROPEAN.

The Scandinavian states also interest themselves in this special training. Denmark has a polytechnic school of excellent character, and schools of horticulture, agriculture, forestry, and veterinary surgery, with several technical schools, properly so-called. In Norway and Sweden there are academies of arts and design; also of mining and for elementary instruction in agriculture. Sweden maintains an excellent technological institute, and 4 elementary schools; 1 of ship-building, 9 of navigation, and 1 of mining.

Russia has several well organized polytechnic schools, embracing practical scientific studies, and also instruction in turning, carpenter's work, foundery, dyeing, engraving, and machine construction. Shops for all these pursuits are attached. The technological schools at St. Petersburg and Moscow are of the best character. There are 70 normal agricultural schools and 1,000 primary schools, in which practical farming, horticulture, and forestry are taught. There are 80 schools of mining, 1 central academy, and several provincial schools. Besides, there are 15 schools for instruction in naval architecture and steam engineering.

FRANCE

has paid great attention to this subject. Of government schools there were, under the French empire, (1868,) 2 national schools of agriculture; 9 courses on agricultural sciences in other colleges; 70 farm schools; 1 national agronomic institute; a number of schools for teaching practical draining, irrigation, horse, sheep, and cattle breeding; experimental sheep-folds and cow-houses; besides 3 schools of veterinary surgery, one being termed a college. There is a college and chamber of commerce; 1 school of roads and bridges; 3 of mining, with 19 professors. At Paris we find central schools of arts and manufactures; also the famous conservatory of arts and industry. There are 3 national schools of arts and manufactures located in the provinces. In

Savoy there is a school of watch-making. There is a thorough system of marine engineering and naval schools. The famous Ecole Polytechnique at Paris is too well known to need more than a reference as part of the system of scientific training pursued. At Arles the national mining school trains pupils for practical employment as superintendents, foremen, and other officers of government mines. The directors and inspectors are educated at the Ecole Polytechnique. The schools above referred to are designed to train managers rather than workmen. France also possesses a large number of local schools--departmental, municipal, and commune. In 1867 there were 250 special schools and public courses of technical lectures and classes in the various departments; 35 farm schools; 21 drawing; 12 of arts and trades; 5 of hydrography; 4 of the technical sciences; 4 of design for textile arts, laces, wall-papers, furniture, &c.; 4 of clock and watch-making; 3 of weaving; 2 for stokers; and a number of separate schools for instruction in agriculture, horticulture, silk culture, mining, practical chemistry, dyeing, &c. More than fifty courses of lectures, &c., were sustained in different manufacturing centers.

GREAT BRITAIN.

At the present time Great Britain is making marked progress in the way of industrial education. The "science and art department" of the report of the privy council on education for 1869 gives interesting data. The following table illustrates the rapid increase of scientific and art instruction, as applied to industry:

There were 780 special classes in these general schools, some having only one and others running up to ten. There is a very complete system of annual examinations carried out under the direction of the department. In the scientific examinations the inspectors are assisted by engineer officers of the army who may be stationed near. The government grants are graduated according to the number of and proficiency shown by the pupils; hence they act as incentives to the teachers. The latest data received (March 1869) show 514 schools, with 1,448 classes and about 21,000 scholars. The navigation schools, of which there are a number, are organized separately. The national geological survey now in progress, the Kensington Industrial and Art Museum, and other instrumentalities, are, by various means, made serviceable to the progress of these schools, through models furnished or works loaned, &c. All scientific investigations under government direction and the mining records office furnish material for the aid of the teachers. The Whitworth scholarships afford a notable illustration of the interest manifested. Mr. Whitworth has founded thirty scholarships, lasting each a term of years, of the annual value of $500, open to competitive examination, and designed for practical machinists, mechanics, and students who may aspire to a thorough scientific training. Ten of these scholarships have recently been awarded. Five of them were gained by working mechanics.

Besides this diffused system of technical instruction, there are a number of royal colleges and museums of mining, geology, chemistry, &c., to all of which are attached free courses of lectures. There is a national art training school, to which a number of national scholarships are attached; there are 771 students in all; 101 local schools are affiliated with this. In them instruction is given to about 20,000 students. Besides, there are nearly 200 night classes, having 4,468 students, and under the recent impetus given to these studies there were reported in England alone (1867) as receiving instructions in drawing, modeling, &c., in 538 schools, as many as 79,441 children.

INTEREST MANIFESTED BY THE WORKINGMEN.

With the zeal manifested by foreign governments, and the principal employing interests in Europe and here, it is equally as gratifying to note that felt by the workingmen themselves. The answers received by this Bureau give proof of this. The agitation on the relations of capital and labor affords striking evidence. The workingmen are fully cognizant of the fact that, to understand the complex and often subtile issues involved therein, they must acquire a wider intelligence and a more thorough education; hence, they place foremost among their demands on legislation the necessity of enforced attendance on schools; the shortening of the hours of labor for children, so they may attend thereon; and the establishment of technical and special schools for

their own benefit. The chief reason they urge for lessening the hours of adult labor is, whether it be justifiable or not, the need of more leisure for mental improvement. In Europe the subject of enlarged industrial education is a prominent topic among all the labor organizations, conventions, and congresses. The "International Workingmen's Association," a body which aims at uniting all trade and labor organizations in a federative unity, and which has become of considerable importance during the last two years, has given great prominence to this question. At their meeting in Brussels, 1868, one of the Belgian delegates argued that "an education in all the sciences, accompanied by a good religious training, is one of the best ways to make people prosperous and to entertain a respect for good order." The French delegates announced themselves as of the opinion "that the education required for the children of the working classes must include the natural sciences, and a technical course of training which will impart an elementary knowledge of the various manipulations of productive industry" In Great Britain there is no question but that the unceasing demands of the industrial classes, as well as the violent character of the trades' disputes which have occurred there during the half-century past, have greatly aided in establishing the necessity for thorough education, by proving that its relations to production and consequent profit or loss are of the most intimate character. The undoubted success of her continental rivals, growing out of superior technical skill and training, has had a great deal to do with the demand of manufacturing England for a thorough education of labor; but so also has the growing restlessness of the workingmen, with their earnest desires for better conditions, had very much to do with the remarkable activity now displayed

in Great Britain.

The outrages which have made such hideous notoriety for some English trade unions flourish chiefly among the more ignorant class of mechanics and laborers. It is the universal testimony of all who have studied the condition of labor in Great Britain, that, just in proportion that intelligence increases and education is made more accessible, the success of the great ameliorative efforts already inaugurated there are assured. Coöperative societies are the work of the more intelligent men. Councils of arbitration and courts of conciliation, now forming so extensively, are always successful in proportion to the educated intelligence that prevails. So thoroughly are liberalminded capitalists and employers in England impressed with the productive force and economic value of education, that, throughout the manufacturing districts, the traveler will see many fine school-buildings, libraries, mechanics' institutes, &c., attached to the great manufactories and carried on under the direction of these employers. The same is true wherever coöperation has succeeded.

THE FRENCH EXPOSITION AND ENGLISH ARTISANS.

During the Paris Exposition of 1867, the London Society of Arts defrayed the expenses of fifty-two English workmen, representing the principal trades and manufactures, to visit and report on the products and industry there exhibited. Their reports constitute one of the most remarkable of all the volumes devoted to the Exposition. Written, as a rule, with great clearness, simplicity, and directness, they testify alike to the intellectual capacity of the writers and the progress of industrial rivals. This volume teems with tributes to the admirable results achieved by the knowledge and skill acquired through, and directed by, technical and scientific education. Mr. Lucraft, chairmaker, is astonished at the skill displayed by very young men in the Paris workshops. He refers to their carving most delicate and tasteful designs, generally their own. He always found such workmen to have been pupils of the Paris art and technic schools. "The mere mechanical workmen," he says, "stand not the slightest chance with the workmen of cultivated taste." Messrs. Kendell & Caunt, hosiers, after what their report shows to have been careful examination, testify: "There can be no doubt that the superior education that is given to the working classes on the Continent gives them an advantage in some respects." Thomas Connolly, stone mason, says: "It is impossible to estimate the loss entailed upon England through the neglect of art culture in every form." This is said after an enthusiastic tribute to the skill and taste displayed by his fellow-craftsmen in Paris. Mr. Randall, painter on chinaware, argues that the state ought to furnish art education to its citizens. "The Frenchman," he says, "has excellent schools to give him such culture." With considerable force Mr. Randall observes: "How few men know anything of the material in which they work. Yet such knowledge would sweeten daily toil, would open the treasure-house of thought, and enable a man to convert to new uses elements of force by which he is surrounded, and enrich the nation by adaptations and modes of economizing means now in use." Mr. Huth, one of the English jurors, says that the cotton production of European countries showed clearly "that there is not a machine working a machine, but that brains sit at the loom, and intelligence stands at the spinning wheel." Mr. McConnell, engineer, declares that England must soon adopt a system of technical education, or be driven from the markets, not even holding her own as to cheapness. Mr. Winstanley argues for the organization of technic schools with workshops attached. Mr. Whiteing declares that in France "a due provision for art education, for instance,