Keowee courier. [volume] (Pickens Court House, S.C.) 1849-current, 1898-07-14
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INDUSTRIAL EDUCATION.
What Industrial Education Means and
What 1t Has Accomplished in
:" Europe and America.


A candidate for high political hon
ors is quoted by the reporter rs say
ing that "Industrial education ia a
failure in Europe and America" ."
The speaker did not advance any
proofs or arguments to sustain his
sweeping indictment.
a few plain facts and figures may
serve to relieve the distrust created
i'll the minds of some by the state
mcnt of this distinguished gentle
man.
There arc three distinct subjects
usually included under tho one
heading of industrial education
Trade education, manual labor train
ing and technical education.
Trade education is the training Of
a student for work in particular
trade. Commercial colleges and
textile schools belong to this class.
The Philadelphia Textile School is
not n failure, and there are many
successful commercial schools.
Manual training is instruction in
the use of tools to develop dcNtcrity
of hand as well as of head. Manual
training is the leading feature of the
celebrated Drcxel Institute. The
educational world docs not regard
the Drcxcl Institute rs d failure.
Technical education is the teach
ing Of the sciences in their practical
application. Cornell University, of
New York, and Clemson College, of
South Carolina, are, in the main,
technical schools.
Besides Cornell and Clemson there
are sixty-onc other agricultural and
mechanical colleges, maintained in
part by appropriations from the
United States government. All
these arc industrial colleges. If in
dusirial education is a failure it
should be ranked as the most gigantic
failure of modern days.
SlN MILLION DOLLARS ANNUALLY.
In the United States HG,000,O00
are expended annually for the sup.
port of the sixty-thrcc agricultural
and mechanical colleges. Twenty
five thousand students arc in regular
attendance. The enrolment of stl-
dents is increasing every year. The
graduates are filing the most distn-
guishcd walks of life. Does this
look like failure?
There are three Acts Of Congress
donating public lands to the several
States and Territories for the benefit
of industrial education, viz: The
first "Nlorrill bill," approved July 2,
1862; the "IIatch Act" approved
March ,, 1887 ; the second "NIorrill
BILL" approved August 80, 1890.
The Hatch Act appropriatcs money
to promote scientific Investigations
respecting the principles and appli-
cations Of agricultural science. The
experiment stations, supported by
the Hatch fund, are under the dircc-
ton Of the agricultural departments
of the colleges.
The Morrill, fund "shall he inviola-
bly, appropriated by each State
which may take and claim the bcnc-
fit of this Act to the endowment, sup
port and maintenance Of at least one
college, where the leading ob cct
shall be, without excluding other
scientific and classical studies, and
including military tactics, to teach
such branches Of learning as are re-
lated to agriculture and the mechanic
arts, and in such manner as the Leg
islaturcs Of the State may prescribe,
in order to promote the liberal and
practical education of the industrial
classes in the several pursuits and
professions Of life"
WINTHROP COLLEGE EXCLUDED.
This extract from the Morrill, Act
shows that the Federal funds cannot
be divided between Winthrop and
Clemson, inasmuch as military tao
tics, agriculture and the mechanic
arts are not provided for in the Win
throp curriculum. This division
has been advocated by the same gen
tlcman who pronomccs industrial
education q failure This gentle
man was n member Of Congress when
the Hatch Act and second Morrill,
bill were approved
Nor is there any danger of the
Federal Governments withholding
the Hatch or the Morrill, funds to
balance the fertilizer tax collected
by the State of South Carolina. The
tost case of the Patapsco Gumo
Company vs. the State Board OF
Agriculture Of North Carolina was