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Statistics of museums of art and archæology for 1873-Continued.

5 Peabody Museum of American....do.

Archæology and Ethnology.

6 New Hampshire Philomathic Contocook, N. H
and Antiquarian Society's
Museum.

7 Metropolitan Museum of Art New York, N. Y.

8 National Academy of Design...do.

9 Art Museum of Rochester
10 Western Reserve and North-
ern Ohio Historical Society
and Museum.

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11 The Historical Society of
Pennsylvania.

12 Park Gallery of Art.
13 Corcoran Art Gallery

Statistics of museums of art and archæology for 1873-Continue.!.

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Statistics of museums of art and archeology for 1873-Continued.

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II.-LETTER FROM HON. ANDREW D. WHITE, LL.D.

It will be seen by the following letter that President White, of Cornell, did not hesitate at an early day to pronounce in favor of the new educational movement:

THE CORNELL UNIVERSITY, PRESIDENT'S ROOMS,
Ithaca, N. Y., April 30, 1871.

MY DEAR MR. CLARKE: I accept the doctrine fully that the first purpose of the public schools is to prepare our future citizens for their political duties-that is, so to equip them that they will be able to exercise their rights as citizens intelligently. This is the first thing required, for it is absolutely essential to the continuance of a republican form of government in our country.

But the time has come when something more than this must be done. The fact is that our schools are to a considerable extent educating young men away from productive industry and out of the ranks of labor.

Some branches should be grafted on the present system that will give the pupils additional aptitude in various branches of productive industry.

I know of no one branch more universally effective for this purpose than industrial drawing properly taught. It can be made to come in to increase the value of the director or the artisan in almost every form of industry. Hardly a single trade that does not need something of this kind. The difference between the artisan who can sketch out at once the thing that he is required to make, or to understand a sketch of what is required when made by some other person, and the artisan who has no such ability is enormous.

This it is that has led to the establishment of so many schools for industrial drawing in the various nations that are competing in the markets of the world for supremacy in the various manufactures. This it is that has led Massachusetts, the most far-sighted of our States, to quietly establish a system by which industrial drawing in all its grades is given from one end of the State to the other.

At my last visit to Boston I saw some of the results of this far-seeing policy. There were young men,and young women designing beautiful patterns for carpets, for printed goods, for wall-papers, beautiful forms for pottery and glassware-for all of those things which, when purchased abroad, draw such enormous sums from our people. After seeing that, I no longer wondered at the perfection which several of the New England manufacturers are rapidly attaining. In the matter of glassware alone I found that the designing of beautiful forms had already enabled New England makers to compete with the most beautiful French and English productions.

There is another value in the study of drawing which I think has not been sufficiently dwelt upon. It tends to give a training to the eye of the student-an ability to seize the various points and at the same time grasp them as a whole, which is a very important element in the training of any scholar in any stage of his or her intellectual progress. The simple fact is, that without training of this sort our system of education is wretchedly inferior to that of other nations. It will doubtless continue to send out great numbers of recruits to swell the ranks of the middlemen of the country-thousands upon thousands every year of clerks, who know just enough to get a living between producer and consumer; thousands of a low grade of professional men, who drag down the character of the learned professions; but very few who are really prepared to turn to the industries of the country with increased power to improve and strengthen them.

I sincerely hope that we may live to see the other States as wise as Massachusetts in this respect.

I remain, very truly, yours,

To I. EDWARDS CLARKE, Esq.,

U. S. Bureau of Education, Washington, D. C.

AND. D. WHITE.

III.-EXTRACTS FROM ADDRESS TO THE PENNSYLVANIA LEGISLATURE, BY WALTER SMITH.*

GENTLEMEN OF THE LEGISLATURE:

Before I address myself to the subject of my speech to-night I ought to apologize for being here at all, and my apology is that I am here not of my own seeking, but upon the invitation of gentlemen residing in this State, who have asked me to speak to you on a question with which my whole professional life has been identified.

INTRODUCTION.

In doing so, I must preface what I have to say by the statement that I am neither a lecturer nor a speaker, but a teacher; not, perhaps, wholly unaccustomed to express my thoughts in words, but entirely unused to address an audience like this on subject of so great importance.

I must therefore claim your indulgence and forbearance for all deficiencies in the manner of presenting this matter to you, and ask you to regard the views I may express as those which the hardly earned experiences of a teacher have developed. If I can suggest some thoughts new to you, on what is to me an old and familiar a subject, it will be all I came to do and all I can expect to accomplish.

THE SUBJECT TO BE CONSIDERED.

If I understand this matter rightly, you, as the legislature of the State of Pennsylvania, are asked to appropriate a certain sum of money towards the support of the Pennsylvania Museum and School of Industrial Art, which is to be located in Memorial Hall, at Philadelphia, and my task is to show you that this scheme is worthy of public support from an economical point of view.

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I presumed to accept the invitation to address you on this matter only because I have devoted the life which has been given to me in the earnest endeavor to understand it, and because all the work I have done has been, and all I ever expect to do in this world shall be, for the advancement of art education as bearing on the development of taste and skill in the industries of the world. The subject upon which I have to speak is the relative value of skilled and unskilled labor, and whether it is the duty of the State to use its influence for the development and cultivation of skilled labor as a matter of economy.

INDUSTRIAL SKILL AN ECONOMICAL MATTER.

The whole drift of this matter is a question of economy, and whether we cannot do with our labor something better than we are doing, by increasing its skill, and so stopping these costly importations. I think that what I have already said to you will show that this matter of art education is not a fanciful one.

If it were a question of mere sentiment, or of sensuous enjoyment, I should think it hardly worth the attention that you propose to give it. If it were to be something like the drawing which used to be taught in our schools, a mere innocent but useless amusement, I, for one, would have nothing to do with it, and it certainly would be beneath your serious attention.

But it is not a matter of sentiment only, but, strictly speaking, one, rather, of economy, affecting the prosperity of the country. We have to regard ourselves as in this position, that, having inaugurated and developed a system of general education

The purposes and claims of the Pennsylvania Museum and School of Industrial Art to State aid. Delivered February 15, 1877.

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