CHAPTER I.

EARLY EFFORTS TO INTRODUCE DRAWING IN THE PUBLIC SCHOOLS.

Historical summary of occasional efforts, during the past century, to introduce industrial drawing in the public schools, in various places in the United States Reasons for inviting Walter Smith to leave England and come to Massachusetts — Active assistance by Superintendent Philbrick and others — Account of some educational innovations, early in the century, by Master Fowle, of Boston - He introduces drawing and other new studies - Parallel suggested between the experiences of Master Fowle and those of Prof. Walter Smith - Early advocacy, by Hon. Henry Barnard, of drawing in public schools and of technical industrial educationEarly efforts by American artists to introduce drawing in the schools Hitherto unpublished matter relating to Rembrandt Peale in Philadelphia Peale's earnest desire to popularize a knowledge of drawing — Account of his labors in a letter addressed to United States Commissioner Eaton, by the late Prof. John S. Hart Peale's analysis of his own system - Peale's system indorsed by experts - Interesting statements by artists, civil engineers, scientific professors, and teachers — Suc. cess of Mr. Minifie in teaching drawing in the Boys' High School, in Baltimore, Md., in 1848 - Minifie's system, progressive and based on geometry, very similar to that of Walter Smith - Minifie's text book adopted in English Government art schools as early as 1852 Ignorant city school committeeman removes teacher and his system from the school in 1849, and so retards, for twenty years, the progress of industrial art training in Baltimore Disastrous effect of this stupidity as shown by the Centennial Exhibition of the drawings made in Baltimore schools - Interesting incident some thirty years later in connection with retention of Smith's system in the schools - Minifie's addresses on industrial education, delivered before Maryland Institute, published 1854-Incident at State Normal School Exhibition in 1879 Letter from Mr. Minifie describing former scarcity of art educational text books.

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WHY, IF SO DESIRABLE, WAS DRAWING NOT EARLIER INTRODUCED INTO THE PUBLIC SCHOOLS?

It may reasonably be asked, if the system of industrial drawing possesses the claims to public consideration urged for it by its advocates, why it is that so many years had gone by before any attempts were made by American educators to include it among the studies taught in the public schools?

This recalls a remark by De Quincey, that the art of printing was prob ably discovered many times, but was forced to wait for recognition till the invention of paper, since some cheap and plentiful substance adapted to the needs of the new process was essential to its general use. So, with the adoption of this new study, a general demand for some change in the established methods of school training and the multipliS. Ex. 209-1

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cation of public schools, due to the development of the system and its adoption by new communities, were both prerequisite essentials to any general consideration of new methods in elementary education.

EARLY TESTIMONY TO THE VALUE OF THIS STUDY.

It is a matter of interest, historically, to trace in widely separate communities the early indications of a conviction, on the part of some, that drawing ought to be taught in all the common schools of the country as one of the essential elementary studies. It is also a valuable contribution to the present discussion of this question to show, by recorded evidence from the past, that the high opinion now expressed by its advocates as to the importance of the study, both educationally and prac tically, is neither extravagant nor the expression of a mere passing fashion of the hour, but is a sober, well considered opinion, such as has been always held by those competent to form an intelligent judgment.

In this connection it is of interest to learn that it is even possible to claim for the early advocacy of this study of drawing the high authority of Benjamin Franklin, whose active mind was ever prolific in suggesting and originating practical plans for the improvement of his countrymen. After having founded in Philadelphia the public library, in 1732, he busied himself in plans for the education of youth and, in 1749, published his "Proposed hints for an Academy," in which he suggested both a school teaching the learned languages and, side by side, a purely English school, examples of which institutions have long existed in the country, as, for instance, in Phillips Academy at Andover, Mass., Leicester Academy, Leicester, Mass., and many of the older schools which, while engaged in preparing some pupils for entrance to college, had always a large attendance of scholars pursuing only English studies. In hints for the Academy, Franklin says:

Studies to be selected and adopted.-As to their studies, it would be well if they could be taught everything that is useful and everything that is ornamental. But art is long and their time is short. It is therefore proposed that they learn those things that are likely to be most useful and most ornamental; regard being had to the several professions for which they are intended,

Writing, drawing, and arithmetic.-All should be taught to write a fair hand, and swift, as that is useful to all. And with it may be learned something of drawing by imitation of prints and some of the first principles of perspective, arithmetic, accounts, and some of the first principles of geometry and astronomy. (Vol. 27, 1877, Barnard's Journal of Education.)

It will be seen here that drawing is classed among the most useful studies. In his plan for the English school, after having given the details for each year of the course, he says:

The hours of each day are to be divided and disposed in such a manner as that some classes may be with the writing master, improving their hands, others with the mathematical master, learning arithmetic, accounts, geography, use of the globes, drawing, mechanics, etc., while the rest are in the English school, under the English master's care.

Thus instructed, youth will come out of this school fitted for learning any business, calling, or profession, except in such wherein languages are required; and though unacquainted with any ancient or foreign tongue, they will be masters of their own, which is of more immediate and general use; and withal will have attained many other valuable accomplishments; the time usually spent in acquiring those languages, often without success, being here employed in laying such a foundation of knowledge and ability as, properly improved, may qualify them to pass through and execute the several offices of civil life with advantage and reputation to themselves and country. It will be seen that here also drawing is included, the context showing clearly that it is as a useful study, in connection with "mechanics," and not as a mere accomplishment, that he has included it.

The purpose of the training in this school was, as were all of Franklin's plans, its practical utility. So, more than a century before the study was formally introduced on a practical basis in the schools of his native town of Boston, this Boston boy sought to induce his fellowcitizens of Philadelphia to adopt it.

It will be further seen in the course of the necessarily brief and confessedly incomplete review of the records of the past attempted in this chapter, that, so far from its having been the case that the advent of Prof. Walter Smith in Boston signalized the first attempt to introduce this study in the public schools of America, the new movement which he was called to inaugurate was, in fact, but the final successful outcome of a long series of similar sporadic attempts in various communities in the United States; notably, for instance, that undertaken by a certain "Master Fowle" in that very city of Boston, two or three generations ago.

In the coming of Professor Smith, the hour and the man happily met. The successful result of the efforts in Great Britain to improve the manufactures of that country by the definite training of large numbers of youth in drawing, which had then been going on for some twenty years, was known to many citizens of Boston and its vicinity. The inferiority in artistic qualities of the products of the manufactories of New England at that time, was painfully apparent to all who had an opportunity of contrasting their ugliness with the beauty of the exquisite designs shown in the products of the looms and potteries of France and England; nor could this inferiority fail to profoundly impress all who were interested in the prosperity of American manufactures. The man who had been chosen as the one to make the experiment of introducing the study of industrial drawing in the public schools of the State, was unquestionably a man of unusual genius, possessing extraordinary powers of inspiring confidence and awakening enthusiasm. Thoroughly trained in the successful methods of the English system, and admirably endowed with natural gifts, Walter Smith was peculiarly fitted to undertake the almost Herculean task-an else impossible task, but for the aid of so distinguished an educator and able executive officer as was Mr. Philbrick, then city superintendent of the schools of Boston, joined with the hearty support of Mr. Charles C. Perkins, Prof. William R. Ware,

and of numbers of like public spirited citizens. The late Charles B. Stetson, teacher and author, and the enterprising publishing firm of Osgood & Co., gave most efficient aid in the work of disseminating information concerning the new education.

OBSTACLES INCIDENT TO ALL SUCH EXPERIMENTS.

Such were the circumstances and the influences which combined to secure the success of the experiment begun in Boston in 1870. Nevertheless, with all these favorable surroundings, the struggle for existence of the new study was an arduous one; nor is it yet wholly over in Boston, though its subsequent introduction in so many centres in the United States is security that it can no longer be ignored.

The same difficulties that so often defeated the efforts of intelligent and public spirited artists and educators in various places during the previous years of the century are not unknown even in Boston; namely, the occasional presence of officials in important positions with power to direct and hamper the educational policy of a given community who do not rightly value new methods or needs; this difficulty-which is peculiarly liable to occur in popular governments, though not wholly unknown to any form of government— is a tax paid by the people for the ignorance of officials. The failure of previous similar efforts was owing, wholly or in part, to this ignorance of school authorities and to the indifference of the public, who had not then felt the pressure of any need of industrial training for their children and who had themselves no knowledge of the value of the proposed study. When we recall that it was not till 1851 that such a crowded country as England awakened to the need of this elementary education, it is not surprising that it was not felt in the United States till twenty years later.

WILLIAM BENTLEY FOWLE OF BOSTON.

In the very interesting biographical sketch of William Bentley Fowle-the "Master Fowle" referred to above-published in Dr. Barnard's American Journal of Education1 in 1861, is an account of the educational movement initiated by a very remarkable man who, while a member of the school committee, unexpectedly found himself transformed into a teacher.

The master of a large boys' school in a part of the city where such a school was much needed was suddenly taken sick, and as no fit teacher was to be had at the moment the school was about to be disbanded. To avert what seemed to him almost a disaster Mr. Fowle volunteered to take temporary charge. This willingness indicates the profound interest of the man in educational matters. The subsequent death of the former teacher prolonged the term of his voluntarily assumed duties,

The American Journal of Education, edited by Henry Barnard, LL.D. Hartford, Conn. F. C. Bunnell. London: Trübner & Co., 1861. See Vol. X, No. XXV, June,