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TABLE 59.-Statistics of manual-training schools for 1835-'86, fc.-PART II.

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II.-TRAINING IN ART.

The tabulated statistics here presented (pp. 605-606) by no means include all the incorporated or prominent schools in the country. The Hartford School, the Chicago Academy of Design, the Manchester (N. H.) Art Association, the Free School of Design of the Brooklyn Art Association, the School of Design of the University of Cincinnati, the Women's Art Museum Association of Cincinnati, and the Pennsylvania Academy of Fine Arts have furnished no recent information.

The general and special features of industrial and fine art instruction in this country are so fully treated in the Special Report on Art and Industry, partly published and partly in course of preparation in this Office, that no attempt at discussion of facts or theories will be attempted in this volume.

TABLE 60.-Statistics of art instruction for 1885-'86; from replies to inquiries by the United States Bureau of Education.

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Drawing from the antique, from life, from still-life, and
from landscape.

Drawing, painting, sculpture, architecture, and copper-
plate etching. A course in the history and criticism of art.
Elements of drawing, architectural drawing, architectural
designing, history and esthetics of architecture.
Elementary perspective, science of perspective, clay mod-
elling, modelling of ornaments, constructive designs,
water colors, art anatomy, study of drapery, oil painting,
sketching from nature.

132 Embroidery, drawing, painting.

Free-hand drawing, painting, modelling, mechanical and
architectural drawing.

61 Designing for fabrics, wall-paper, carpets, &c., and in
weaving (Jacquard loom).

Drawing, painting, decorative designing.
Free-hand drawing, historic ornament, perspective, ana-
tomy and drawing of the figure, industrial design, har-
mony and chemistry of color, water-color painting, oil
painting, architectural design, machine drawing, topo-
graphical drawing, sculpture, modelling, and casting.

Mechanical and free-hand drawing, pen and ink drawing,
geometrical drawing, topographical drawing, lettering,
ornamentation, sketching.

180 Drawing, modelling, painting, perspective, architectural
and mechanical drawing, composition and wood carving.
See the Ladies' Art Association of New York City.

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TABLE 60.-Statistics of art instruction for 1885-'86, &c.-Continued.

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287 Oil painting, life and cast drawing, wood-engraving, pho-
tography, water colors, crayons, india-ink.

Drawing: Pencil, charcoal, pen and ink. Painting: Oil,
water colors, tapestry colors. Plaster-casting: Repoussé
copper, silver, and brass. Designing: Wall-paper,
china, &c. Decoration and house furnishing.
Drawing, painting, modelling.

Drawing from the antique, from nature, lessons in per-
spective, drawing and painting from life-models, land-
scape, and still-life.

Architecture, sculpture, painting, engraving, modelling,
etching, photography.

Oil painting and drawing from life, perspective, decorativo
design, water-color painting, sculpture, wood-carving.
168 Drawing from copy, models, casts, the antique, and nature,
decorative design, water colors, oil painting, modelling,
wood-carving, architectural and mechanical drawing.
Free-hand drawing, mechanical drawing, drafting,
architectural drawing, machine drawing, geometric

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ornamentation

Free-hand, architectural, and mechanical drawing and oil
painting.
231 Drawing from the antique, portrait and landscape painting.
etching, modelling, wood-carving, wood-engraving, flower
painting, china decoration, thorough courses in the indus
trial and fine arts; also instruction given in anatomy.
Drawing, painting, modelling, and designing for industrial
purposes, thorough technical instruction in carving and
in textile manufactures.

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139 Drawing from casts, anatomical drawing, drawing from the
antique, flower painting, oil painting, drawing and paint-
ing from life.

230 Model drawing, charcoal drawing, painting from nature,
sculpture and design, free-hand, mechanical, and archi-
tectural drawing.

See The Ladies' Art Association of New York City.

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New York, N. Y

New York, N. Y. (4 West 14th The Ladies' Art Association. street).

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Cooper Union Woman's Art School...

Mrs. Susan N. Carter.

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Mrs. Ferdinand A. Marsily,
president.

New York, N. Y. (143-147 East Art Students' League. 23d street).

Chas. R. Lamb, president

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485

Poughkeepsie, N. Y..

School of Painting of Vassar College. Henry Van Ingen.....

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Toledo, Ohio

A. T. Goshorn, director

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399

W. S. Goodnough

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Toledo Manual-Training School

R. H. Miller.

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The Pennsylvania Museum and School William P. Pepper, presi
of Industrial Art.

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dent.

Pittsburgh, Pa

Pittsburgh School of Design for Wo- Annie W. Henderson..

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Providence, R. L. (Hoppin Rhode Island School of Design.

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Washington, D. C. (branch The Ladies' Art Association..

1325 F street N. W.)

III.-MILITARY TRAINING.

Heretofore the schools and colleges which make military education their chief object, or a very prominent part of their instruction and discipline, have been dispersed through several tables in the reports of this Office. Here, however, they have been brought together in Table 61, page 609.

While many of the colleges, and even secondary schools, of this country are offering optional courses and studies to their pupils, the purpose and theory of these schools lead them to preserve with singular tenacity the rigid discipline and severer studies which have been found most efficient in producing the consummate soldier, the highly trained man who combines self-reliance with obedience, energy with self-restraint. The principles underlying this system are so well stated by a superintendent of one of these schools that the following paragraphs from his remarks are quoted:1

"The system of government in this institution happily conspires to help you in this work, not by diminishing your responsibility but by defining and enforcing it; and this makes it necessary that I should enter into some explanation of the main features which characterize its peculiar government.

"In the views here taken of the office of a public school it is maintained that, in the general principle of its government, to be effective it must be parental.

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"The security which a young man enjoys at home results, in a great degree, from the fact that his parents control his liberty by exercising their own judgment over his entire conduct. They keep supervision over his dress, his associations, his amusements, bis indulgences, his studies, and his duties.

"The school, to be parental, must exercise a like control, and the young man at school needs it the more because of the danger resulting from the waywardness and want of judgment which characterizes him at this age.

"Again, the authority of the parent is not only thorough, but it is absolute; and the authority of the school, which takes the place of the parental, must be absolute also. "It is enough for a child at home to know what a parent commands, and it should be enough for the young man at school to know the law which governs it, to decide at once his compliance with it.

"His course of study is marked out to him, and is not left to his own caprice or unmatured judgment. His hours of study and of recreation and of sleep are prescribed for him with due regard to health. His food and raiment, his personal order as well as deportment, are made the subjects of specific direction and control.

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"And this government is not only thorough, it is absolute. All military government must be. Indeed, we can form no idea of any well-regulated government for the young that is not or ought not to be absolute. The principle of subordination, commencing in the domestic circle, should exist until the young man has acquired the age, experience, and wisdom to take care of himself; and then he goes into the world the better fitted to make a good citizen, from the very fact that he has been taught the duty of obedience.

"But while the authority is absolute it is not arbitrary. It is based upon long experience. There is not a regulation in this institution that has not been the result of a necessity, founded upon this experience, and therefore essential for the purposes which render government in a school necessary at all."

OTHER MILITARY INSTRUCTION.

In addition to the schools and colleges mentioned in the table, the United States Artillery School at Fort Monroe, Va., the Infantry and Cavalry School at Fort Leavenworth, Kans., and the Naval War College at Newport, R. I., also afford practical training in several important branches of the military art.

They have been organized by the War and Navy Departments for the professional advancement of the officers in the two services, and are supported by appropriations expended under the direction of the Departments to which they are attached.

The oldest of these enterprises is the Artillery School at Fort Monroe. It was established late in 1867 or early in 1863, for the practical instruction of artillery subaltern officers and selected enlisted men in "the construction and service of all kinds of artillery and artillery material, and in gunnery and mathematics as applied in the artillery service." The course also comprehended lectures upon "the organization, use, and application of artillery; the duties of artillery troops in campaigns and sieges; the construction of guns, carriages, and other material, and upon military law and military history." This course occupied a year, and was continued without material change until 1875, when it was extended somewhat and the time lengthened to two years.3

Col. Francis H. Smith, LL. D., in "The Inner Life of the Va. Mil. Inst. Cadet." Address to the corps Sept. 10, 1866. By G. O. 99, A. G. O., War Dept., Nov. 13, 1867,

G. Q. No. 89, A. G. O., Oct. 21, 1875.

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