INDUSTRIAL EDUCATION. The subject of industrial education has been partially dis cussed under the head of Agricultural Colleges. The idea of industrial education, that is, such education as would best fit the student for grap pling with the sciences which underlie mechani cal operations and agriculture, has long been mooted in the United States. (See Agricultural Education). At length, through the efforts of Hon. Justin Morrill, of Vermont, the popular agitation took form in the Act of Congress endowing colleges in every State with public lands for teaching such branches as are related to agriculture and the mechanic arts, including military tactics. In Europe, the subject of indus trial education has spent itself chiefly in the direction of agricultural colleges. In our own country where agriculture is the paramount indus try far above any other, after the matter was fully considered, itpwas found impossible to pass a bill through Congress for agricultural colleges without tacking to it the other induAries, and a loop bole was left, eagerly seized by the scholas tics to so mould these institutions of learning that they would per as follow in the old scholastic grooves of learning The people, however, were closely watching the progress of these schools, and the major part have been kept somewhtt near the lines they were intended to follow. In this respect,the Agricultural College of Michigan has held to the popular idea, as understood and advocated by the most advanced practical ers. Each year there is progress being made in i bringing these schools nearer and nearer to nstitu tions where agriculture and the mechanic arts, or rather tfie sciences, relating to them, shall become the paramount Industrial schools have long been known in Europe and America. One of the sophistical reasons, given by those who sought to change the name of the Industrial University of Illinois into that of the State Uni that the term industrial was generally regarded as being something savoring of crime or pauperism. It is hardly to be supposed that a State would erect a great university upon which more than $1,000,000 has been spent, to give education to this class. To show that the term industrial is not so understood in Europe, the following from the American Encyclopmdia will show that the term Industrial Schools is used to designate three classes of educational institutions. These are as follows: First. Scientific schools, such as the joie des arts et metiers at Paris and Berlin, and the polytechnic schools of the same cities; the schools of metallurgy, manufacturing, mining, and the chemical arts, so numerous on the continent of Europe; schools of civil engi ne2ring, architecture, and agriculture. Their number is constantly increasing, but they have nowhere else attained so high a, development or so thorough a course of instruction as in Prussia, Saxony, Bavaria, and the duchy of Nassau. It is owing to the chemical and mechan ical skill, and the tact and taste in the arts of design, developed by these schools, that the con tinental nations of Europe have been able to maintain their supremacy in manufactures. The
industrial school (Gewerbsehmle) at Chemnitz, in Saxony, one of the best of Its class, in 1857 had sixteen professors and teachers, and 237 pupils. Some of these schools have a very large corps of professors, and courses of study usually occupy ing six or seven years. Second.- Technical schools, in which, in connection generally with elementary instruction in the common branches of study, the pupils are taught some practical art, trade, or employment; such are the lace workers' schools in Belgium and Ireland, the free schools of the arts of design, the agricultu ral farm schools, the schools for leaching house hold duties to girls, and the schools for the indus trial .instruction established. in New York. In France, Belgium, many of the German states, and Ireland, such schools are numerous. A great impulse has been given to industrial instruction by the establishment of industrial associations in various countries, particularly in Germany, where they have become very numer ous since 1848. There is a third class of schools established for the training of pauper and vagrant children in the habits of industry, and their instruction in rudimentary studies in connection with employment fu some simple art or trade, by which they may subsequently obtain a partial support. These schools, to which the name industrial school is also applied, are wholly charitable; the children are usually wholly or partially clothed by the scho, and one meal a day, or sometimes two, furnilshed them. The first idea of such a school seems to have origi nated with a poor mason in Rome, Giovanni Borgi (1736-1802), who collected the vagrant boys of that city in his own house, taught them to work, had them instructed in the rudiments of learning, and when they were old enough apprenticed them to artisans. On the continent of Europe industrial as well as secular instruc tion is given in the Sunday schools, while in the United States religious instruction only is given on that day, and hence the American ragged children's Sunday schools are not, even sophisti cally, to be identified with industrial univerities. According to returns made to the General Gov ernment, in relation to the progress of Industrial Education, in thirty-six t-tates there are now thirty-nine colleges which have received the con gressional land-grant of July 2, 1862. There are also branch institutions in Georgia and Missouri. The following is a list of the industrial institu tions of the United States which had accepted the endowment in lands from the United States in 1875. The first column shows the location of the institution, and the second the name of the institution which has received the grant: The professors and assistants in these colleges during the year numbered 473„and the students, 4,211. In 1876, eleven States had not sold all the scrip or land granted them by Congress.