partment of instrumental graphics, should be taught in all of them, so far as they are wholly or partly engaged in preparing candidates for higher scientific study, or for graduation into any of the many mechanical industries of common life. Teachers already in these schools, should soon qualify themselves in these subjects by self-instruction, which is often practicable, or by brief attendance as special students of the graphical work of the polytechnic schools, or institutions like the Cooper Institute, or on summer schools organized for the purpose.

But, in high schools and academies, we enter the field of secondary education, where we encounter the many and various card or copy-book school systems of so-called industrial art drawing, which are everywhere so persistently pressed upon public attention, and it may naturally be asked, what relation has this drawing to that whose normal distribution in the scientific portion of the general educational system of the country, I have been advocating?

Let it be known then, that drawing, exclusive of fine art, exists in two grand divisions; free-hand, or that done without instruments in aid of the ornamental design and decoration of forms and flat surfaces; and instrumental, the kind of which I have spoken, and which has a bearing on the whole vast and wide-spread exact or mechanical industries of the country, and also on the higher scientific professions, in the way, and to the extent, which I have already shown.

The two divisions of the entire field are thus to a great extent independent of each other, of equal importance, and of equally-wide demand. Industrial design, or industrial art drawing is probably more required for surface decoration than for anything else, and most of all perhaps by designers of patterns for textile fabrics, prints, carpets, laces, shawls, oil cloths, table covers, ribbons, upholstery, etc., also for wall papers, frescoes, etc. Also by designers of forms, glass and pottery, furniture and household ornaments, carriages, etc. All these need comparatively little instrumental drawing, and that subordinately.

Now it is obvious on the face of it, that nothing could be more absurd than the attempt to teach all these things to all the pupils of all the schools everywhere, either in their rudiments, for that alone would be a waste of time as leading to nothing, nor to the point of producing artist workmen, for that would be obviously impracticable. So that the attempt, if made, would look very much like a vast fortune-hunting monopoly. Just what is wanted, and, as I think, all that is wanted is this. The industries chiefly requiring an application of the arts of industrial design, are strongly concentrated in a comparatively few great manufacturing centres, and hence special schools are wanted, in the centre of each art industry, in which, as those having a natural taste and fondness for design appear from time to time, they will find such form of industrial art education as will fit them for their respective specialties. Such a school is the Lowell School of Design in the Massachusetts Institute of Technology, which limits itself to designs for surface decoration, mostly of fabrics. This school is an entirely independent, and a peculiarly-successful one. Other like schools, each having one or more distinguishing specialties, are the Worcester Free Institute of Industrial Science, with

its rare combination of useful theory with a high order of workshop practice; the long-established and highly-useful Cooper Institute in New York, and other like institutions.

If this industrial art drawing is to be taught at all in public schools it would seem best that it should be only in manufacturing localities rather than in mainly agricultural and commercial districts, or else to such pupils only as should discover an aptness for it, and who, on graduation, should proceed to the special schools already described, which may, if thought desirable for the further and incidental benefit of their pupils, be made, as in Boston, departments of polytechnic schools, especially as these are generally in or near large manufacturing centres.

Nor does it seem necessary that every child in the land should be set to copying elementary card patterns, as a means of educating the taste of the whole people. The taste of a people is educated by familiarity with objects of beauty joined with familiar instruction from time to time in its principles. Give children drawing-books or cards for presents when, if they have any artistic capacity, it will reveal itself in due time, and when shown, can be separately cultivated to any extent as already indicated.

Moreover, not the humblest district school, but what can gradually collect, so far as necessary and useful print and other textile patterns, a few decorated or at least prettily-shaped wares and use them to illustrate occasional familiar art-talks.

On the other hand, the Instrumental division of industrial drawing is useful to machinists, carpenters, wheelwrights, pattern makers, founders, sheet-metal workers, instrument apparatus and model makers, shipbuilders, car-builders, organ-builders, and the whole army of mechanical trades, members of which are found everywhere; as well as in a generally more elevated form, and more of training in its theoretical portions, by students of Engineering and Architecture. Hence, as already more fully explained, it should be generally taught in the scientific departments of all high schools and academies for the twofold purpose, first, of better qualifying their graduates for entrance upon any of the many generally-diffused mechanical industries, such as those just mentioned, and, second, of preparing them evenly in all of the equally-proper preliminaries for further scientific study. The small amount and special kinds of free-hand drawing necessary for those to whom instrumental drawing is mainly important, can readily be given with the latter.

But to return to my main theme, the orderly distribution of graphical theory and practice through successive grades of schools, such as I have indicated. With an economical mutual adjustment of general and special studies in these grades, without wasteful overlapping, yet with ample thoroughness of review and drill in and by each grade for itself, and with the superior economy secured by the prevalence of free high schools, and the usual accessibility of colleges, at least when those giving general scientific courses shall be more numerous, as compared with professional schools which are best located in or near cities, we may look for a new and greatly-improved national experience in securing high scientific professional attainments joined with pure and upright citizenship. "Where there is no vision (of something inspiring to be accomplished) the people

shop pr

in New

perish." Let this, which I have sketched, be among the next visions to be realized in the sphere of higher education.

The subject was then opened for discussion.

Prof. THOMPSON :-Should like to have some reasons given for introducing drawing into our common schools that would be cogent and conclusive with children and their parents.

:-One good reason is that it develops a quick and correct sense or judgment of distances. This is a very obvious reason. Another reason is that it develops powers of correct observation and assists the memory. For example, suppose two boys one of whom has studied drawing, but who are otherwise equal, attend the Centennial Exhibition. He who has studied drawing will be most benefited because he will have observed more and more correctly and will remember better what he has seen.

Mr. STETSON:-In a new country most boys will at some time have occasion to build a house or a barn and will want first to draw their plans of it upon paper. This should be a good reason under such circumstan

'ces.

Mr. ABORN:-I make no pretensions to a theoretical knowledge of drawing but of its practical aspects I do claim to know something. I would put object-drawing first in the course, designing second, and projection third, because this is more nearly the order of their use and of their practical importance. The architect makes a rough sketch of his design and leaves the mechanical production of a perfect and symmetrical representation to the draughtsman.

Prof. HAMILTON :-The study of drawing is like the study of a new language and is therefore justified because of its discipline, its training. It gives new knowledge, an increase of knowledge, and it therefore gives a new power, an increase of power.

Dr. JOHN HANCOCK, of Ohio :—I think that much of the drawing that is taught in the West, (I cannot speak of the East as I do not know anything of it,) will do no harm. It begins simply with drawing pictures from flat surfaces and that is precisely where it ends.

At the close of this discussion, 12:30 P. M. the Department adjourned.
CHAS. Y. LACY, Sec'y.

DEPARTMENT OF SUPERINTENDENCE.

BALTIMORE, MD., JULY 11TH, 1876.

The Department met in the Baltimore College at one o'clock P. M., the president Hon. C. S. SMART of Ohio in the chair.

In the absence of the Secretary ALLEN ARMSTRONG of Iowa was appointed secretary pro tem.

After some statements by the chair of the purposes and work of the Department it was on motion of A. ARMSTRONG voted to hold a meeting of the department in Washington, D. C., early in the coming winter, the date to be fixed by the officers of the Department in consultation with the Commissioner of Education. An election of officers being then held the present President, Hon. C. S. SMART, of Ohio, and the present Secretary, H. S. TARBELL, of Michigan were re-elected for the ensuing year.

On motion of Hon. J. P. WICKERSHAM, of Pa., the officers were directed after consultation with the Commissioners of Education to announce in advance the specific topics for consideration at the next meeting.

Hon. R. D. SHANNON, of Missouri moved to inform the general Association that it is the judgment of this Department advisable to meet in Philadelphia on Monday next, in an International Educational CongressCarried.

Hon. JOHN EATON, U. S. Commissioner of Education, Hon. J. P. WICKERSHAM, of Pa., and others then addressed the Department in reference to the proposed International Educational Congress.

An invitation from the ladies of Baltimore to an excursion down the Bay was accepted and thanks returned.

The Department adjourned to meet at the call of its President.
A. ARMSTRONG,
Secretary pro tem.

NOTE. One of the noticeable features of the general sessions of the National Educational Association in Baltimore, July 10, 11, and 12, 1876, was the variety and excellence of the music furnished by the amateur musicians of the city. A printed musical programme had been previously prepared. The first piece on Monday forenoon, a duet, was given before the Welcome Addresses by the Governor and Mayor. After the inaugural addresses two additional pieces were rendered before the adjournment.

On Monday evening Mr. COCKEY performed a flute solo, "La Serene." A second piece, a bass solo, "The Storm," was given by Mr. HARRY SMITH, before the reading of Rev. Mr. MAYO's Address.

On Tuesday forenoon a Chorus and Semi-Chorus by twenty ladies of the Western Female High School was given under the direction of J. HARRY DEEMS. A second piece of music was rendered just before the Address of Dr. DA MOTTA.

On Tuesday evening the exercises were opened by a Soprano Solo, by Miss LOUISE BUSCHMANN. The Address of Dr. EDWARDS was followed by a Cornet Solo by Mr. HARRY PORTER.

The music on Wednesday forenoon under the direction of Prof. J. HARRY DEEMS, consisted of two solos by Miss ANNIE ROEMER, “Una Voce Poco Fa," and "I love my love," and a flute solo by Dr. CHAS. H. COCKEY.

OF THE

NATIONAL EDUCATIONAL ASSOCIATION.

PREAMBLE.

To elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the United States, we, whose names are subjoined, agree to adopt the following

CONSTITUTION:

[As amended July 11, 1876.]

ARTICLE I.-NAME.

This Association shall be styled the National Educational Association.

ARTICLE II.-DEPARTMENTS.

? 1. It shall consist of five Departments: the first, of School Superintendence; the second, of Normal Schools; the third, of Elementary Schools; and the fourth, of Higher Instruction, and the fifth of Industrial Education.

? 2. Other Departments may be organized in the manner prescribed in this Constitution.

ARTICLE III.-MEMBERSHIP.

1. Any person in any way connected with the work of education shall be eligible to membership. Such person may become a member of this Association by paying two dollars and signing this Constitution; and he may continue a member by the payment of an annual fee of two dollars. On his neglect to pay such fee, his membership shall cease.

? 2. Each department may prescribe its own conditions of membership, provided that no person be admitted to such membership who is not a member of the general Association.

23. Any person eligible to membership may become a life-member by paying at once, twenty dollars.

20