MR. GOVE-If the advocates will be kind enough to put this question just in that light in their several communities, it will be of great service. The commonly given reasons for the introduction of the school workshop are different.

MR. HANCOCK-Does not Dr. White draw the line a little too closely? Must we not also consider the economic advantage?

MR. PEABODY-Both are to be considered.

MR. ORDWAY-The chief educators of Europe put this matter, primarily, on the psychological ground,—not the mechanical or economic.

MR. WHITE-The public press generally pushes the other side,-the economic. The workshop can only come into the schools upon the pedagogic side.

MR. GREENWOOD-The boy or girl in the public school will make better progress in his or her studies by three or four hours of work, daily. This sets the blood at work, and puts more iron into it. This will prevent the dry rot of the schoolroom so often seen, and bring the muscles of the body under the control of the will.

MR. WHITE-Would not this principle apply to the skating-rink?

MR. HINSDALE-In Cleveland, some gentlemen organized a company for a manual training-school,-a joint stock company. It is not a part of the publicschool system. 150 boys are given three lessons a week. For the special accommodation of the high school boys, three days in the week are given, in the afternoon. These boys are the best boys in the high school. The high school teachers say that the boys who go to this school do better work in the high school. How far is this due to the character of the boys? I think there is a good influence flowing from this manual training-school, upon the high school studies. I think we are compelled to recognize a correlation of these forces of intellectual and physical training.

MR. JAMES, Nebraska-In the high school, Omaha has established a manual training-school in the basement of the building, with a carpenter's shop. There have been four classes, twenty boys in each, since October 1. A lesson, one and one-half hours in length, is given in simple carpentry,-the saw, chisel, etc. Seventy-five out of seventy-nine boys remained in the school throughout the year. There were excellent results. They made great progress in the use of tools. Every boy has taken the full amount of academical work, and has seemed to do it better.

MR. PEASLEE-Were these lessons in or out of school hours?

MR. JAMES-Lessons are given at all hours of the day; one division at three o'clock, out of school hours, by volunteers. It is a novelty with Omaha boys. One-half of them are high school boys.

MR. HANCOCK-Has any one had experience of years? Novelty is quite an element in these cases.

MR. FAIRCHILD-I have been for many years, not in the public school service, but in the Kansas Agricultural College. We all agree as to the pedagogical value of this manual training.

MR. HINSDALE-Is there a tendency toward, or from, truthfulness in this work? MR. PEABODY-I do not think there is any definite moral tendency, one way or the other.

MR. WHITE-While the members of the committee all concur in this report, I wish to state clearly that it does not commit me to the position that the workshop should be introduced into our public schools. The workshop, doubtless, has some pedagogical value, but is it such that we ought to introduce it into the school system? Examples, with exceptional students and teachers, are not to be taken as carrying much force. I do not believe there will be, permanently, such advan

tages from this mechanical training as will justify its introduction into our school system, entirely outside of its economical value. The knowledge thus acquired does not compare, in accuracy, with that gained in the physiological laboratory. Most boys have the concepts before taking these lessons in wood and iron. May not the military school give better physical results? Three per cent. of the working people of the country can produce all the woodwork needed. The school workshop cannot touch the life-work of over ten per cent. of the pupils. The manual training-school must take its place as complementary to the public school,—as a special school, like the law school. The schools of mechanics at Champaign and La Fayette are used as a means of special education to prepare young men for leaders in special pursuits. For some five years I had the opportunity to observe the educational results of the tool training of one of the best school workshops in the country; and I am sure that its chief value was as a means of special mechanical training-not as an element of general education.

MR. RICHARDS-Will not a boy who can work out a good job write a better composition?

MR. WHITE-Everything that a boy does well, helps him to desire to do other things well; so will the military school.

MR. PEABODY-In regard to these questions, I will say that the committee have in this report answered in regard to the general value of shop work. The committee have not had time to consider these questions so as to give a definite answer. They therefore leave them as questions for discussion.

MR. BROWN-Shall we introduce the workshop, or endeavor to obtain the same results from drawing and other means? There are but few concepts and processes that belong to the workshop exclusively. By mechanical and object drawing the pupil exercises perception, memory, comparison, and his mind secures the control of the muscles of the hand and eye. I do not know of a school west of Ohio where the pupils secure sufficient command of the pencil to draw that desk so that I can recognize it. Perception, memory, comparison, are all trained and disciplined; and the control of the muscles is obtained by the mind in drawing, as well as in the workshop, by practice in iron and wood work. The workshop can be defended as a gymnasium. You can utilize needed exercise in this way. It is a matter of such expense that it is not practicable in common schools. It will load the school system with too heavy a burden.

MR. ORDWAY-There is a question whether there is a newer education; and if so, what is this newer education? I believe it is in laboratory work. The laboratory work in physics and chemistry is the newer education. Then the biological laboratory and the botanical laboratory, the zoological laboratory, and the microscope in physiology. There are two systems in this country, -the Russian system and the American system. By the first you make, perhaps, one corner of the desk; by the second you make the four corners,-the entire desk. Those who through their course of instruction have used the laboratory, have common sense. The boys of twelve or fourteen years are not mature enough for the chemical or physical laboratory; but they can go into the mechanical laboratory and learn the use of tools. We want men who can do-who can execute. They must be trained in the laboratory.

MR. HANCOCK-Professor Ordway's argument went to the economic end rather too far. Is it of great moment to us all that we can judge accurately of the width of a board? We must select for ourselves, the field of knowledge is so wide.

MR. ORDWAY-What I have said is not in reference to the economic aspect of the case, but only to the educational side. We are not concerned with specialists, but in educating men and women.

MR. WHITE-To have concepts of things, we must go to the things. Are not nearly all the mathematical concepts acquired in a school of mechanics found in the kindergarten and primary school?

MR. ORDWAY-The logic of the lawyer and the logic of the scientific man differ materially.

MR. BROWN-Will you state, Mr. Ordway, just what we can learn in the workshop that cannot be learned elsewhere?

MR. ORDWAY-I decline to do it. The question is Where can we get these concepts best? Each portion of study helps every other.

MR. FAIRCHILD—All our training in science is through the laboratory, in connection with books. We have found the mechanical laboratory of great practical value in preparation for the physical and chemical laboratory.

MR. GREENWOOD-The order of life each day, for child and man, is food, exercise, rest, sleep. Exercise is physical and intellectual. The physical aids the intellectual. Distinguished men combine these two kinds of work,-the abstract and the concrete; or, the intellectual and the mechanical.

MR. ANDREWS-Is a laboratory established for the same purpose as a workshop? I enter my protest against the theory that a laboratory is a sine qua non to an education. I do believe in the great value of a chemical laboratory; but when it is said that a man who has not worked in the laboratory is not an educated man, I protest. I teach civil polity. Can we bring the jury into the laboratory and work them over? Many things cannot be put into the laboratory. I believe in the intellect. I do not believe the great men of the country come from the laboratory. Chauncy Depew, who has been elected president of the greatest railroad,—was he ever in a laboratory?

MR. Ordway—Boys of twelve cannot study political economy.

MR. HINSDALE-The experiment in Cleveland of a manual training-school must not be overestimated. Our population in this country is changing. Country children find value in handling things. The massing of our population in cities has proved deleterious to the education of the young. Children in cities have difficulty in appreciating the meaning of words.

MR. FAIRCHILD-My three boys have been trained in a workshop. One is now in a classical college,-a good one. They have developed faster than I did. I believe the workshop enabled them to take hold of things in the right way. This boy in college has an advantage over his classmates by means of the workshop. MR. PEABODY-For many years I have worked to develop the material and technical relations of education. I have sought so to direct my own work and hat of my pupils that there might ever be an open bridge between the theories of cience and the familiar facts of every-day life, that each might be better developed by constant contact with the other.

It may be that I have not looked as earnestly as I might have done, but I have not been able to discern such valuable results from hand-culture as my friends seem to find. I do not find that the exact construction of a box leads to the exact construction of an English sentence, but that mechanical students need as much drill in writing as any others. I have not found that the students in mechanical courses were especially good in their mathematical work. On the contrary, I do find that the best workers in wood and metal are they who have proved that they have clear thoughts and can express them clearly, and they who have shown large mathematical ability. Is it not possible that in these materialistic days we push the methods of the laboratory too far? May not the gross and material concepts gathered in the shop so stand as to obscure the clearer and exacter intellectual

concepts? The highest ideal of an ellipse is not that found by the actual section of a material cone. It is the purer and more luminous concept developed in the mind by its own acuter activity; that activity which alone can discern the etherial pathways traversed by the planets in their perennial circuits about the sun. Pupils often complain, when approaching the study of pure science and of psychology, that hitherto they have been taught only from things which they could see, or taste, or touch, and that for that reason they found great difficulty in comprehending those grander cognitions which give the highest stimulus to, and mark the noblest development of, man's almost divine intelligence.

A TRIBUTE TO THE LIFE AND CHARACTER

OF JOHN D. PHILBRICK, LL. D.

John Dudley Philbrick was born in Deerfield, New Hampshire, May 27, 1818. He was the son of Elder Peter Philbrick, a clergyman of the Freewill Baptist denomination, and Betsey Dudley.

He fitted for college at Pembroke Academy, in Pembroke, New Hampshire, with the exception of two terms spent in study at Strafford, New Hampshire. He was graduated from Dartmouth College in 1842.

He was a teacher in the Roxbury Latin School, at Roxbury, now a part of Boston, in 1842 and 1843. He was made a teacher in the English High School in Boston in 1844, and the next year was chosen principal of the Mayhew School in Boston, which position he occupied till elected master of the then new grammar school in Boston, called the Quincy School, in 1847. He served as master there from 1847 to 1852.

During the early years of his teaching in Boston, he studied law to some extent, and, contrary to the commonly expressed opinion, it was not till 1847, the year that he took charge of the Quincy school, that he decided to adopt education as a profession.

He was called from Boston to the State Normal School at New Britain, Connecticut, and served there as principal in 1853 and 1854. He was superintendent of the public schools of the State of Connecticut in 1855 and 1856.

He was superintendent of the public schools of Boston, from December 22, 1856, to September 1, 1874, and from March 1, 1875, to March 1, 1878.

He was agent of the Massachusetts State Board of Education during a part of 1875-6, in charge of the preparation of the Exhibition of the Education and Science of the State at the Centennial Exposition at Philadelphia; Massachusetts Special Commissioner of Education, and United States Honorary Commissioner, and Member of the International Jury, at the Vienna Exposition in 1873; and Director of the United States Exhibition and Member of the International Jury, at the Paris Exposition in 1878.