ARM CHAIR IN THE LOUVRE COLLECTION, PARIS; FLENISH RENAISSANCE.--From The Workshop.
TECHNICAL EDUCATION IN AMERICA.
If there is one point more than another in which the exuberant youth and vitality of the American nation is visible it is in that of education, the provision for which is on a most generous scale, carried out with a determination at which the older countries of the Eastern Hemisphere have only arrived by slow degrees and painful experience. Of course the Americans, being young, and having come to the fore, so to speak, full-fledged, have been able to profit by the lessons which they have derived from their neighbors--though it is none the less to their credit that they have profited so well and so quickly. Technical and industrial education has received a more general recognition, and been developed more rapidly, than the general education of the country, partly for the reason that there is no uniform system of the latter throughout the States, but that each individual State and Territory does that which is right in its own eyes. The principal reason, however, is that to possess the knowledge, how to work is the first creed of the American, who considers that the right to obtain that knowledge is the birthright of every citizen, and especially when the manual labor has to be supplemented by a vigorous use of brains. The Americans as a rule do not like heavy or coarse manual labor, thinking it beneath them; and, indeed, when they can get Irish and Chinese to do it for them, perhaps they are not far wrong. But the idea of idleness and loafing is very far from the spirit of the country, and this is why we see the necessity for industrial education so vigorously recognized, both as a national duty, and by private individuals or communities of individuals.
From whatever source it is provided, technical education in the United States comes mainly within the scope of two classes of institutions, viz., agricultural and mechanical colleges; although the two are, as often as not, combined under one establishment, and particularly it forms the subject of a national grant. Indeed, it may be said that the scope of industrial education embraces three classes: the farmer, the mechanic, and the housekeeper; and in the far West we find that provision is made for the education of these three classes in the same schools, it being an accepted idea in the newer States that man and woman (the housekeeper) are coworkers, and are, therefore, entitled to equal and similar educational privileges. On the other hand, in the more conservative East and South, we find that the sexes are educated distinct from each other. In the East, there is generally, also, a separation of subjects. In Massachusetts, for instance, the colleges of agriculture and mechanics are separate affairs, the students being taught in different institutions, viz., the agricultural college and the institute of technology. In Missouri the separation is less defined, the School of Mines and Metallurgy being the, only part that is distinct from the other departments of the University.
One of the chief reasons for the necessity for hastening the extension of technical education in America was the almost entire disappearance of the apprenticeship system, which, in itself, is mainly due to the subdivision of labor so prevalent in the manufacture of everything, from pins to locomotives. The increased use of machinery, the character of which is such as often to put an end to small enterprises, has promoted this subdivision by accumulating workmen in large groups. The beginner, confining himself to one department, is soon able to earn wages, and so he usually continues as he begins. Mr. C.B. Stetson has written on this subject with great force and earnestness, and it will not be amiss to quote a sentence as to the advantages enjoyed by the technically workman. He says that "it is the rude or dexterous workman, rather than the really skilled one, who is supplanted by machinery. Skilled labor requires thinking; but a machine never thinks, never judges, never discriminates. Though its employment does, indeed, enable rude laborers to do many things now which formerly could only be done by dexterous workmen, it is clear that its use has decidedly increased the relative demand for skilled labor as compared with unskilled, and there is abundant room for an additional increase, if it is true, as declared by the most eminent authority, that the power now expended can be readily made to yield three or four times its present results, and ultimately ten or twenty times, when masters and workmen can be had with sufficient intelligence and skill for the direction and manipulation of the tools and machinery that would be invented."
The establishment of colleges and universities by the aid of national grants has depended very much for their character upon the industrial tendencies of the respective States, it being understood that the land grants have principally been given to those of the newer States and Territories which required development, although some of the institutions of the older States on the Atlantic seaboard have also been recipients of the same fund, which in itself only dates from an act of Congress in 1862. In California and Missouri, both States abounding in mineral resources, there are courses in mining and metallurgy provided in the institutions receiving national aid. In the great grain-producing sections of the Mississippi Valley the colleges are principally devoted to agriculture, whereas the characteristic feature of the Iowa and Kansas schools is the prominence given to industries.