i J * ‘ 6 TECHNICAL EDUCATION. The following able article in relation to technical education, by Prof. Butler, of the Wayne county Normal School, is from the Pennsylvania School .Journal for February. We comtnend it to the careful attention of our readers; The question as to the benefits to be de rived from technical education has been put to our leading masters and men ihany a time, with always the same result. They have answered in its fivor and solicited its general introduction ; the investigat- ing committees have recorded their an- swers and there thematter rests. If one asks what will the State, seeing it is a •State necessity, be willing to pay for this education, the general reply is that the people are neither ready nor willing to pay for good education. I cannot believe it. If the people are impressed with the importance of this education, and they be told manfully of tbe millions they pay for ignorance, poverty and crime, and then tell them the money asked lor tech nical education was on the express condi tion that the educations to be provided for Pennsylvania was to be as thorough, as universal, and as extensively distribut ed as the technical education given to the working artisans and skilled men of the best educated countries of Europe, I think that every tax-payer would Rejoice that the State bad the courage to ask for the money. But if there be any half meas ures used, telling tbe people the State thought of trying some expedients for the introduction of technical education, and if it could raise a given sura of money it would be carefully and judiciously used in paltry grant to one or two schools not immediately affecting more than one twentieth of the tax payers, it would be on utter failure and excite only the just and righteous contempt and indignation of the people whose interests have been so long trifled with. Tell the people what they revily pay for prisons and poor-houses, and ask them if they will grant a moderate sum for the purpose of training tbe children of artisans, the in dustrious, skilled and inventive classes, whose united lalnrs produce the indus trial and commercial wealth of Pennsyl vania, and I verily believe every man would cheerfully reply, “Yes! the gain is well worthy the outlay.” Worth the outlay ! What is the mon eyed value of a well trained, skillful me chanic, compared with the muscular man who understands no craft, handiwork or art ? The unskilled man can earn for the State, say $509 a year, the other has an average salary of $1,009, and with supe rior skill, $1,533 to $2,039 ; or, taking the three grade of workmen, we may value Unskilled men at |5OO a year; Moderately skilled men at fl,OOO a year •, / Highly skilled man at fl,OOO to 2,000. Iq short, the highly skilled workman is worth at least three times as much as the unskilled man. In Pennsylvania we have 800,000 me chanics and laboring men. Two hundred thousand of these are highly skilled work men, 200,000 .'moderately skilled, 400,000 unskilled. By education we can raise the first class up to the third, and supply the place of these lower men by others who have received a little education only, and we have earned for the Slate $200.- 000,000. To do this would cost us about $2,000,000. Is it worth the anual outlay of four millions to gain two hundred mil lions? “Bat,” says the incredulous roan, “suppose we grant the money for expen diture, the result is not immediate ; these 800,000 men cannot be educated in a day ; and the present outlay is too great for fu ture benefit.” Is not the eqpenditure progressive also; can we call training schools and technical colleges into exist ence in a day ? No! We neglected this important, point in education, and we must expect to endure the penalty, and to work oar Way slowly, painfully, and to a certain degree expensively. We cannot expect to be mWe fortunate than other nations. , • *' ♦ * National prosperity is greatest with those nations that are best educated. The prominence of modern nations in arts and manufacture, together with their conse quent wealth, is entire ly owing to their admirable systems of technical education. In the experience of one of the greatest writers on capital and labor, within twen ty five years large branches of commer cial trade have left one country and plant ed themselves in others, because the arti sans of the former were uneducated and those of the latter were educated. Na tions have risen into importance knd power in Europe by education, and by the order!, Organization and efficiency which education bestows; and r other na tions have lagged behind, and lost their place by reason of their unwillingness to educate either the higher or the lower classes of their people. We shall not reach our highest development untiP our elementary and classical schools are sup plemented by schools and colleges for in struction in the industries on which onr prosperity so largely depends. We must have technical education, as well as gym nastic education. In the latter education, classics and mathematics are taught as in strumental merely. Just as the gymnas tic exercises with pole and bars are to the body, so are the hexameters and pentame ters of theclassies.-and the geometrical lines, and differential and integral calculi of mathematics to the mind. When-suffi ciently leaped and climbed they are for ever put on one side as useless. Out uni versities, colleges, and schools, are to too great extent pure gymnasia. As non lecfanic'.! sch Cols they are admirable, and the education given adequate, it may be for men, whose lives are destined to be, non-technical, but in modern life each man’s province is nairowing, bis work harder and more technical, A man must not only know how to do hard things, but he must be able to do them ; many things he must be capable ot doing as well as any man, and one thing better than most men. This is the inevitable condition of the educated man in modern civilized life. f This technical education must begin with the apprenticeship to a trade, and continue throughout Its whole period in order to do real good. Apprenticeship can hardly be said to exist at all in Amer ica, and it Is this omission, for one thing, that makes our mechanics only second hand workmen. There is no necessity for a boy to be apprenticed to any trade until he is sixteen. Prom the age of thir teen to sixteen he should be in the. tech nical school, learning to become a clever draughtsman, a fair geometer, a moderate chemist, a good drawer of plans, a pret ty good hand at colors, able to handle tools and implements with moderate skill, a finely developed, sharp, muscular lad. It may be said this school work is lost time to his apprenticeship. I think not. If be can put on paper any shape he pleases, can shade and color it according to art rules, and afterward be able to mo del and cut what he has drawn ; if he knows the difference between a poor and good design; a careful and a wasteful way of doing things—and these he will learn in the technical school, and never in the workshop—is he not going to make a better mechanic for this preliminary drill? Experience says, Yes! and it says some thing else besides, that because his school ing should be continued with his appren ticeship, ho should work short hortn % and it should be understood that his atten dance at school should be a part of his in denture. Tflia is the only way to ensure good and skillful workmen. It is sometimes the case that a nation once established in the scale of nations, ceases to lie anxious as to her welfare, but rests on her laurels already won. That this is in the highest degree unwise all must acknowledge, and few will even doubt this eccentricity ever being carried out in any nation. That this is the case, startling though the fact is—and a consid eration of this fact teacher us a lesson we cannot afford to despise—let us look at the educational history of England, The British people regarded themselves with satisfaction as “mistress of the seas, ths first nation am >ng nations, as the most skilled, accomplished and suc cessful manufacturing people in the wide, wide world. For fifty years England en-’ joyed the fruits of the inventions of a few men of genius who had created the whole system of modern manufacturing machin ery, and In England was stored the wealth of countless centuries in the shape of coa 1 and iron. Thns provided with raw mate rial they fondly dreamed they were in every way superior in intelligence and civilization to the uncoaled, un-ironed and un-engineering nations around them. For half a century they dreamed thus, and English iron, coal and machinery bore the highest reputation in the world. But they were lethargic, and in 1851 the wise Prince Consort had to awa ken them by the famous “Universal Exhibition of the Industries of all nations.” It was in that great school that the civilized nations of Europe received their first lesson in tech nical education; England saw her strong holds and those of other nations repre sented ; the foreign nations, too, saw and learnt a lesson, and sime cases were hu miliated by what they deemed the heredi tary excellence of England; but England was not humiliated by the competition, for the very genius of Paxton, the design er of the Crystal Palace, was sufficient to establish the skill and manufacturing in dustry of the nation. The second lesson was the Parish Ex hibition of 1853. “Resting on her lau rels,” and stepping into the competitive arena with dignified assurance, England presented her specimens to astonish the World. But was she as successful as in 1851 ? No! for other nations bad made rapid strides, having leamt their lesson in London, and England, the invincible, stood amazed at the chances of a sudden downfall from her vantage ground in her vast manufactures. Had it not been for Prince Albert—the author of these inter national lessons—England must have yielded the palm to some continental na tion; but he, like a wise prince, seeing England’s weak point was in the want of art culture, had established schools in 1855, and now, through equalled in many points, she stood far ahead in potteries and glassworks. The French and the Germans had increased their constructive skill. They were discriminating enough 4o see that in mere raw material and mere mechanical power competition with Eng land was hopeless. What did they do? They bought their raw material of Eng land and nsed higher science in the treat ment and application of mechanical power, and in 1855 both the French and the Germans had established schools in every metropolis, large town and centre of industry for educating professional men and masters, for training foremen and skilled workmen, and for educating apprentices. Adam Smith’s views of the wealth of nations bad had its competive examination, and Europe was rapidly ad vancing to the goal. England, however, not yet thoroughly humiliated, depised her rivals ; and not until the year 1862, at the third Great Exhibition, did she come to her senses. Then all was a failure. THE RADICAL The Crystal Palace of 185 i that had delighted the competing natiqa with its vast magnificence, was snpcqded by a hideous unsightly building hat spoke volumes on the decay of art i/England. Bad as the outside was, there wk nothing in the interior on England's site that at all redeemed the prestige sq plumed herself on. There was Swifze and with her aniline colors ; Prussia was lere with her huge ingots of Krupp’a stet/jand our own America astonished the Europeans with her machinery lor ecou nizing la bor. Italy was born again, am took the palm with her, Etruscan gold Jdecorated glass, and classic earlhware. trance ex hibited with just pride the statry steam engines of her navy and mercac ile mar ine; and all around the Exhibion were abundant proofs that England, bat bad ten years ago led the world in isnn fac tored, had been successfully rivalled in her great specialities, and ’to result was that England of 1851 and; England of 1803 present remarkably coltrasting features* The England of 1863 jras dis gusted, and this was her first whole symp tom. The alarming descent 1867 in Paris. Then she was not onlj equall ed, but beaten, and to-day she ni longer commands the markets. Now ar. Pastor. Services every Sanaav a• i,'- '"l 7p. m. Sunday School a: 9am 4 ‘ 1J * *• -U M. Shield- JMi ces every Sunday at 11 a. h„ ace 'o r day School at a. m. Methodist Episcopal (Colot*i, _/• 3 Pastor. Services every Sunday a:'n i n. m. Sunday School at 9a. m. " ibo 4; 1 A. M. E. Zion (Colored)—Rev Lvor- p Services every other Sunday a- u i v’ ‘j’ or ' 7 P. M. ’ aL( * « ASSOCIATIONS Enola Ledge. ,/ O. G. T., .Vo. ICI-w- , ter, \V. C. T., Tlllie -Moorhead. W s n-e'- l ~' Friday evening in their hall above \ 'c 'uV J Dry Good Store. ‘ \ ! Beaver Lodge, I. O. 0. F.. .Vo , McCabe, N. G., David Woodruff, SecreMrv' every uesday evening. -vv-ie.ary, ttt.j Harrison Graham Encamvrrert ion r > ll(i—D. Shumaker, C. P„ Wm. Morton H p'*n Woodruff. Scribe, meets Ist and 2d Th-iAdr ingg of each month in Odd Fellow* Hah ’ Episcopal— Services every Sunday a’ ’I * y Methodist Episcopal —Rev. T. S. Services every Sunday at Ifltf a. m., uxd 7Vs Sunday School at 2 p. m. Methodist Episcopal, (German) \ Rev Pastor. Services every Sunday at low a m t ?. m. Sunday School at 9a, m ’ d 7 Lutheran—Rev. H. Keck. Pastor. Seiv cry Sunday at 10H a. m., and 7 p. m. sutir School at 2 p, m. first German Ercr.g. Lutheran «; v f -- t Church—Rev. P. Borm, Pastor. Service* other Sunday at 3 p.m. Suncay School at Ip* Catholic—Rev. Mr. Gunkle. Priest. Serriedc* ery fourth Sunday of each month, at 10 a v every Tnursday at a. m. ‘ "“* ASSOCIATIONS. Amaranth Lodge, 1. (j. a R Blanchard. W. C. T.; im:l ‘smhh’ w~<‘ Meets every Wednesday even'p in Conwtrv’* Rochester Lodge. A. Y. M.,'So. 229 J.‘h ‘C[ dleton, W. M., John Conway, Sec’y. Mee-. p-v-i Friday before full moon. ' ; Eureka, Chapter K, A. M;, N 0.167,.167, meets is Ma sonic Hall.CE first Wednesday after Ini; moot. 14 E. H. P.,S. B. Wilson ; Secretary John Conway Methodist. Episcopal Church—Rev.B B W-b* - ''' Paster. Services every other Sunday as u a. a'.'. and alternate Sundays at 7 p. m. Sunday sccooi at 9 a.m. M. E. Oeivnan—Rev. Mr. Zerkel. Pastor B»rr. ces, alternate Sundays at ICH a. m. Sunday Schoc' at 9 a.m. Presbyterian— Rev. Wortmac, Pastor Sc-~ ces every Sunday at II a. m., and 7p. a. Sundsi School at 9 a. m. German Lutheran— Rev. Mr. Born, Pastor. Set vice* every other Sunday at 10 a. m„ and alterra-e Sundays at 3p. m. Sunday School at 9a. m. Friends— Meeting at 11 a. m. every Sunday. Catholic— Rev. J. C. Bigbam, Priest, si-trtce* Ist, Sd and sth Sundays each month at iuha. n Sunday School every Sunday at 2>4 p. ». Church 0/ God—Rev. McKee, Pastor. Ser vices every Sunday at 10 a. m., and 7p. m. S milay School at B*4 a. m. Baptist— Rev. Dr. Winters, Pastor. Services - 7 ery Sunday at 10 a. m. and 7 P. m. Sunday Sqtoo. at B*4 a. m. United Presbyterian—Rev. A. G. Wallace Paste? Services every Sunday at 10*4 a. m. and’ 7r.* Sunday School at 814 a. m. 0. Presbyterian— Rev. B. C. Critchlow Past e Services every Sunday at 10*4 a. m. and 7 ?. s Sunday School at B*4 a. m. Episcopal— Rev. J. P, Taylor, Rector Sendee at, 10*4 a. m. and 3 p. m. Sunday School at 9*i a. » Seats free, and all are cordially invited. first Methodist Church— Rev. P. s. Crotrbe: .Pastor. Services every Sunday at 10 a. a. ata" p. m. Sunday School at B*4 A. m. Methodist Episcopal—Rev. J. R. Mill?. Pasur Services every Sunday at 10 a. m. and 7r. m. sul day School at B*4 a. m. ASSOCIATIONS. Sew Brighton Lodgt , I. O. (i. T.. So. %1-E. - Alexander, W. C. T., Lydia E. JoLljol. W. ?• Meets every Thursday evening. Robertson Lodge , /, O. Q. F.. So. 4*(’ —Der-7 Lloyd, N. G., N. G. Taylor, Secretary. Met' 1 every Monday evening. Union Lodge. A. Y.~M..N0. 2M—R. L. M icbrf an, W. M., R. Covert, Secretary. Meets lit and Tuesdays of each month. National Bank Beaver County— John Miner, in dent, Edward Hoops, Cashier. Broad a ay. Banking Bouse—R. £. &H. Hoopes, Broain'sp Young Men's Library Association—J osopii B-nt ley. President; Hiram Platt, Secretaiy. every Friday evening. it23'7o Methodist Episcopal— Kev. J, R. Roller. Services every Sunday at a. m. and P' E Mft/lOdist—Kev. J. F. Dyer, Pastor. Sen" every Sunday at 11 a. m., and 7 7 p. m. P ls ':' meeting every Wednesday evening. Sutw school at p. M. Presbyterian—Rev. Albert Dilwortfc. Pastor. " vices every Sunday at 11 a. m.. and 7 H r- ’• Sunday School every Sunday at 9H o’clockat;»-« place. T. Noble. Sup’t. United Presbytertan— Rov.J. I. Frazier,p": Services on Sabbath at o’clock, a m '* Vm. Sabbath-school at 2}4 pm. ASSOCIATIONS. Beaver Valley Lodge, A, Y. M., 47S—Meets e- ; , second and fourth Monday of each month. " Bate man «W Me J L B Dawson, S W; S M Haw»-- J W: Henry Hill. Treas; Ch. Molter. Sec. Harmony Chapter, 206. Meets first Monday" month. -B.A.Noble, 8.P.; W.H.Grim. K.y A." linson, S.;P. MartsolfTreas.; H. C. Patterson. Valley Echo Bodge, I. a. 0. F.. No. e 22 -i Boon, N. G„ James M. Nugent, Pcc'y- “ e -' every Thursday evening ut o’clock. .. Eco Vi 0 c '' Sunday Scijco] every Sabbath at ir. n- „ Lutheran—German?—"Rev. Mr. Horm. ‘ j Services every other Sabbath at 10V$ p Sabbath School at 4 o’clock. Jacobs, Pastor. Services every other s- ! p' a- ICVj o’clock and Sabbath School at 2 o’clots. r Presbyterian— Hay. W. G. Taylor, Pennsylvania Institute for Soldiers’ crpr- ;f vices in Chapel at 2 o’clock, and evening at 1 o’clock. Sabbath Set on 4 o'clock! Hittftotij. KOCHEST £R, •CHURCHES. FREEDOM. CHURCHES. NEW BRIGHTON. CHURCHES. BEAVER PALLS. CHURCHES. P 'I