The Sun.
London, England, 1868-01-24 00:00:00

_-, --

TECHNICAL EDUCATION.

A conference on the subject of Technical Education,
was held under the auspices of the Society of Arts
yesterday. The president was Mr. William Hawes, F. G. S. ,
chairman of the council, and invitations to attend the
conference were issued to the Mayors and Chambers of
Commerce of the principal towns throughout the country.
The CHAIRMAN, in opening the proceedings, stated that
he assumed the office of president purely as a matter of
duty. The following was the programme which the coun-
cil submitted for discussion : _ .

_ .
"1. The necessity for improved national educationforthe
working classes generally. (a). Improved primary educa-
tion, and the measures necessary for securing the same.
(b.) Additional facilities in primary schools for affording
the elder children the means of learning the elements of
Scientific knowledge. 2. The necessity for the establish-
ment of schools for technical and industrial education in
relation to science and art, in which pupils after leaving
the primary schools may obtain instruction suited to the
special indnitries with which they may be connected, as
workmen, foremen, er managers. 3. The best measures
for securing the foregoing object. 4. How far technical
education can be promoted by the aid of existing educa-
tional endowments. 5. To request the council to appoint

a standing committee of members of the Society of Aria
and others, to take whatever steps may be required to
advance the objects approved by the conference, and to
send deputations to the Government to support such appli-

cations as may seem desirable."
—The first resolution would, be moved by Dr. Lyon

Playfair. It was : " That to establish- and maintain a
system of technical education adequate to the requirements
of arts, manufactures, and commerce to the United King-
dom, the following educational reforms should be effected :-
1. That in the universities, grammar-schools, and other
educational institutions for the upper and middle
classes of society, instruction in science and art
should • placed upon the same favourable foot-
ing as studies. 2. Efficient means of primary
and secondary instruction should he brought within
the reach of the working classes everywhere, and
encouragement should be given to the study of science and
arts in the upper classes of all schools receiving Govern-
ment aid. 3. Special institutions for technical instruc-
tion, adapted to the wants of the various classes and to
the various industries of the country, should be established
throughout the United Kingdom."
Dr. PLAYFAIR, in moving the above resolution, cited
various instances of, the deficient arrangements which ex-

isted for the spread of technical education in this
country, and urged that, though it ought not to
supersede the classics, the study of physical science
cught to occupy a prominent place in the curriculum of

the grammar school and the university.
Earl RUSSELL rejoiced to second the resolution
proposed by Dr. Playfair. Happily, the'nation was in
connection with the question of technical education in a
far better position than it was a few years since. As
Cobbett observed of one of the works in which he was en-
gaged, " the straw moves ;" for although it was
not perhaps complimentary to compare it to a rat-
hunt, it was a pleasant fact that the subject of techni-
cal education was arousing attention in all quarters. At
Harrow he rejoiced to know the authorities had. adopted
the scheme of teaching physical science, though it had
not yet been made a part of the regular curriculum. Still
what had been done was a move in the right direc-
tion. It was necessary, however, to be cautious. In
Oxfo:d exertions were being made by some of the
most eminent professors to adopt measures for making the
study of the physical sciences a part of the recognised
course of instruction, and before long he trusted that those
who proved themselves efficient in them should receive
rewards equal to those who attained proficiency in- classics
and mathematics. In Liverpool, his lordship bad heard
that young men about to proceed to Oxford had imme-
diately their attention turned away from the study of physical
science and manufactures, because at Oxford the highest
honours could only be obtained by classical scholars. By
and bye—andbefore long, he hoped—the universities would
become really national ; and surely it was necessary for a
nation not only to be acquainted with Xenophon and
Thucydides, but also Hallatn and Macaulay. Lord
Brougham, referring to Pope's well-known line, " A little
knowledge is a dangerous thing," had on one occasion con-
tended that half a loaf was better than none. And so it
was, and many at the universities, if their course of
stduy were properly regulated, would be able to
gain much knowledge of useful writers, though,
perhaps, from want of funds or ability, unable
to take advantage of the higher studies of mathematics
and classics. The noble lord then proceeded to state
that in the House of Commons he had some time ago con-
tended that it was an indisputable axiom that it was the
moral right of every child to have education brought
within its reach. That axiom was becoming more and
more clearly recognised, and_ as it was developed, the duty
that, as Milton had it, belonged especially to England, of
teaching ;,other nations how to live, would be fulfilled.
There would no doubt be some difficulty in the
matter 43.! compulsory rating and voluntary effsrt. To
dovetail the two would of necessity be a very nice task.
Wishing Mr. Bruce every success-in his proposed scheme
to be brought forward in the House, hit lordship congratu-
lated himself that the task did not devolve on him. It
would not, he thought, be asking too much that Govern-
ment, when the Abyssinian expedition, about the
success of which he had no doubt, was concluded,
should devote some of the immense sums which it
was able to raise to the kind of education under dis-
cussion. Having done their duty to the captives
at Magdala, they should not refuse to do it towards the
thousands of children who were captives in the prison-
house of ignorance. Having referred to -the disclosures
contained in the pamphlet lately issued by Mr. Samuelson,
his lordship concluded by seconding the resolutioq.
Mr. Dixon, M.P. for Birmingham, dwelt upon what he
conceived to be the duty of Government in connection
with technical education in the manufacturing district's.
Mr. gamumscts was of opinion that it wass a great error
to underratetvhat England had done. She was, he was
persuaded, still keeping the lead in all those branches of
industry in which she had of old excelled. She had,
however, maintained' her position at an immense cost, which
cost was caused by the ignorance of manufacturers, to
whom the advantages of technical instruction had not been
afforded. Mr. Samuelson warmly urged the establishment
of special schools for technical education.
The Right Hon. Mr. BRUCE believed that the
meeting would agree that hard work was cut
out for those who proposed to push the suggestions con-
tained in the resolutions. The most important question
was how to provide for the education of the middle
classes, and for the solution of that question he (the
speaker) anxiously looked for the report of the Commis-
sioners on I:chic:lslam. It was a question whether Govern-
ment should take the initiative in founding schools in large
towns, bat Government should at once announce the it
would cordially and liberally support those schools which
were founded. If asked how the middle-class schools
were to be supported, he would answer at once,
by the application of local endowments. A good use of
these would furnish nearly enough schools in the great
centres of industry. With regard to the aid the State could
give to the education of the working classes, he thought it
must be conceded that the voluntary system had shewn
that it was not and could not be sufficient, and that some
sytteia Of local taa-s.tien must be adopted. The effect of
the Revised Code on many of the schools had been
excellent, but it still left 'latch to be done. Mr.
Bruce then proceeded to urge the necessity that
existed for children being kept at school a sufficient time,
at least until they were 14 years of age ; and argned that
unless they could be,thus kept at school, it would be useless
to give them advanced instruction, and the science
classes might be looked upon as worthless.
Mr. ROUNDELL explained that Within the last few years
the University of Oxford, of which he was a Fellow, had
done much for natural science. At his own college one of
the open Fellowships had been offered for natural science.
Before long, it might be hoped, the example would be fol-
lowed by the other colleges. Care must, however, be
taken that in the introduction of those studies which did
not of necessity demand a liberal education, the ancient
dignity of the universities was not lowered.
-EArl GP,ANVILLE observed that there were two great prac-
tical objects in the meeting—the one to ascertain the
opinion of the public on the subject of technical education,
nttthe other to stimulate the public to new and in-
creased exertion. It was of the extrernest importanc
that those who
the case shouledst
were" really well versed in the necessity of
seek to influence the public, and, he would
add, her Majesty's f; also. With regard to the
universities, grammar"a
moven schools, and other educational esta-
blishments,
yteatein the direction desired could only
be brought about b
were fashions in educatieforne of public opinion. leers
n
some of which were some thou-
sand years old, and were apparently becoming worn out ;
and it was of importance to what was the fashion
that the nation desired. of the study
th of the natural sciences into introductionnlioversities, he believed,
would tend to raise, rather than n lower, standard of
learning. The noble lord said that Norris, late a
retool inspector, had stated that those
the where the
ructiolettest were just
reading and writing of the scholars were
given,
those where the higher branches of inst
which nould do away with a fear existing se sortie Zorti,iiarters
that the higher course of instruction would tend
from the lower. Earl Gran %dile rejoiced to know that arreatrnan,e; t
tie-snts had been made at Harrow for the proper pursuit of
scientific study in that school. It had not been fairly
tested hitherto, because it had never been actually included
ri the curriculum.
Professor ROGERS, without depreciating the value of
classical studies at the universities, strongly urged the
claims of natural science, and argued that the various
charitable funds and en•lowmsnts which were now rnisap-
,
pr ,xate,' ,"eht applied to providing the means and
e , • ----
tar rehards fur such studies.
M'. I;,),LIING agreed with Dr. Playfair that a goon
soastratem of primary education was essential to the
e:f,etual carrying out of the object of the resolution.
Mr. FIELD, President of the Chamber of Commerce ch
I:irluingharn, argued that the sepplanting of the English
manufacturer in the United States of America by the
demestic manufacturer was due to the growing intelligence
of the American workmen. Mr. Field proceeded to
port out that the schools in the United State:
were generally free, and were divided into Oreh.
classes—the free, the grammar, and the high schools.
In Boston, Mr. Field had found from Mr. Philbrick
that such a thing as compulsory education was almost
unkown. An American citizen looks upon education aa
his dearest right, and never fails to cause his child to tak,.
advantage of it. In Boston almost the only persons t*
whora compulsory education applies were the Irish and
Eng,lish residents. - ‘",s•-•
The PROVOST of Durrpzx expressed his adhesion to the
proposition contained in the resolution.
The discussion was adjourned.