Development Of Technical Education Research Articles

The Development of Technical Education in France, 1500-1850

The Development of Technical Education in France, 1500-1850

Major French Influence: The Development of Technical Education in France, 1500-1850 . Frederick B. Artz. Society for the History of Technology and M.I.T. Press, Cambridge, Mass., 1966. 286 pp. $7.95.

Major French Influence: <i>The Development of Technical Education in France, 1500-1850</i> . Frederick B. Artz. Society for the History of Technology and M.I.T. Press, Cambridge, Mass., 1966. 286 pp. $7.95.

Book Vignettes

Sands, Leo G., Having Fun in ElectronicsVanEngen, Henry, Hartung, Maurice L., Trimble, Harold C., Berger, Emil J., and Cleveland, Ray W., Fundamental Mathematical StructuresScience Year, The World Book Science AnnualMenesini, Mario, Teacher's Edition for Resources in Science 1Barish, Natalie, Teacher's Edition for Biology—Resources in Science 3Drummond, Ainslie H., Jr. (ed.), A Basis for Creative Science TeachingBaker, Jeffrey, J. W., CellArmytage, W. H. G., A Social History of EngineeringArtz, Frederick B., The Development of Technical Education in France, 1500–1850Chinn, W. G., and Steenrod, N. E., First Concepts of TopologyTaton, Rene (ed.), Science in the Twentieth Century

Notes and News

Staffing needs at ATI Conference. “Why isn't he on the Burnham Committee?” This was the reaction of several people to the outstanding address given to the Annual General Meeting of the Association of Technical Institutions by Mr E. L. Russell, Chief Education Officer, Birmingham, on the Demand for Technical Teachers. Committee C of the National Advisory Committee is indeed fortunate in its Chairman, Sir Willis Jackson, and deputy chairman, Mr Russell. They have already done more in a couple of years to focus national interest on the need for technical teachers than was achieved at any previous stage in the development of technical education. Mr Russell's paper added still further to the body of information being accumulated.

Developments in Technical Education

Technical Education Its Aims, Organisation and Future Development. By Dr. P. F. R. Venables, with five chapters by Specialist Authors. Pp. xii + 645. (London: G. Bell and Sons, Ltd., 1955.) 42s. net.

Professional Educational Policy: A Symposium

Our Editorial in the Autumn number in which certain aspects of library educational policy were discussed, was based, as was indicated, on a Memorandum prepared by the Parliamentary and Scientific Committee which received some notice in the press. The Memorandum appeared quite portentous, but now we are informed on authority that “the ‘Parliamentary and Scientific Committee’ is a quite unofficial body—a mixed group of Parliamentarians and scientists, who try, quite usefully, to promote the interests of science. There is, therefore, no question of Government ‘accepting’ their recommendations. The Committee does not report to the Government, but to the world at large. But it is unlikely that any Government would think of setting up 20 degree‐granting technical colleges. It is also true that the Government has announced its intention to make further grants to a considerable number of Universities and also to some technical colleges, in order to encourage the development of technical education”.

Developments in technical education

Developments in technical education

Developments in Technical Education

Developments in Technical Education

Schools of industry—Their part in the development of technical education in Hull

(1953). Schools of industry—Their part in the development of technical education in Hull. The Vocational Aspect of Education: Vol. 5, No. 10, pp. 32-36.

Rayon Technology at Manchester

IN accordance with their declared policy of providing financial assistance for the development of technical education in subjects of importance to the British rayon industey Messrs. Courtaulds, Ltd., last week annopftged a gift of £60,000 to the Manchester College of technology, which is also the Faculty of Technology in the University of Manchester. The njnJy will for the most part be used for completely re-equipping the two Departments of Textile Industries and Textile Chemistry with up-to-date machinery and apparatus' for training and research in rayon technology. The gift is particularly opportune because building is about to be resumed on the considerable extensions to the College which were started before the War and in which space had already been earmarked for rayon development, especially in reference to research. These plans can now be brought to fruition much more completely and more quickly than would otherwise have been possible.

Britain Needs a National Policy of Technical Education

THIS is the title of a pamphlet (price 6d.) published by Messrs. Pitman's and Son. It is a noteworthy addition to the many documents which have been issued to show the needs and possibilities of a reconstructed educational scheme, since it outlines strong arguments for the need for giving very special attention to the development of technical education. It reminds us that “Our education policy is being shaped now. Technical education is an integral and essential part of it, the importance of which must in no circumstances be overlooked or underestimated”. No one will deny that, especially if it be realized that “There is no future of any consequence for Britain save as a highly industrialized nation”. The pamphlet shows how technical education has been neglected in the past and underlines the disastrous policy which followed the Education Act of 1902 and separated secondary from technical education. Despite that neglect the magnificent work of the technical institutions since 1939 is made clear, and emphasis is laid on the fact that “the needs of peace will be as urgent and all embracing as those of war”. Recommendations which will lead to the desired end are set out in detail. Many of them have already appeared in other documents dealing with educational reconstruction, but they cannot be too often repeated. Rather mysteriously the title page tells us only that the author is “A Student of the Future”, but the pamphlet appears to be an expression of the views of the Association of Technical Institutions and the Association of Principals of Technical Institutions.

The South-West Essex Technical College

DR. LOWERY, principal of the South-West Essex Technical College and School of Art, has presented to the Governors the first annual report, for the session 1938-39. The College replaces former technical institutes at Leyton and Walthamstow, together with a commercial school for girls at the same place and a school of art at Leyton, and embodies a comprehensive scheme for the development of technical education in the county. When the Principal took over duty in April 1938, the buildings were far from complete and the workshops and laboratories only outlined. These handicaps were well overcome; besides the teaching staffs transferred, many new heads of departments and lecturers were appointed; and at present the full-time staff numbers 82 with 180 part-time instructors. The number of students for the session reached 6,842. Association with the four institutes mentioned and various junior schools has been achieved without a hitch.

British Engineers Abroad and their Prospects

IN the past, an important source of British influence and prestige has been the large number of British engineers occupying responsible positions in all parts of the world. One serious result of the many changes in world conditions since the Great War is that the position of the British engineer abroad is no longer what it was. The development of technical education in the Dominions and in India now enables these countries to dispense almost entirely with engineers from Great Britain to undertake ordinary engineering work, and from similar and other causes, including nationalistic pride, the openings in the United States, South America, Egypt and other States have been very greatly restricted. Young Argentine engineers, educated in Europe, now occupy responsible positions in their own country, which is developing very rapidly on the industrial side. In the Argentine, also, no engineer is allowed to practise on his own account unless he has graduated in, or has had his foreign qualifications revalidated by, an Argentine university: for this a very high fee is charged.

Dr. C. A. Keane

DR. CHARLES ALEXANDER KEANE, who died, at the age of sixty-seven years, on Sept. 18, had been identified for the last thirty years with the development of technical education in London. After studying at Manchester under Roscoe and at Erlangen under Otto Fischer, he served as lecturer and demonstrator in chemistry at Liverpool for fifteen years before coming to London to take up the post of first principal of the newly established Sir John Cass Technical Institute. This Institute was founded out of the increased revenues of the trust established by Sir John Cass (1661–1718) for the maintenance of a Foundation School for the children of the Ward of Portsoken. Appointed in 1901, almost a year before the opening of the new building in Jewry Street—now, in eloquent testimony of the success of his administration, undergoing extensive enlargement—Keane at once gained the confidence of the governors, and was able to determine from the very beginning the lines on which the Institute should develop. As soon as possible another building was provided for Sir John Cass's Day School, and all elementary teaching was given up in favour of more advanced work. Two chief principles were adopted: first, the encouragement of research among the teachers and senior students, and, secondly, close association with the industries of the district. In both these respects the Sir John Cass Institute has fulfilled the wishes of its promoters; a long list of original researches has been published from its laboratories, while its industrial classes, each controlled by a consultative committee representing its special subject, are a characteristic and flourishing feature of its work.

The Development of Technical Education

Previous articleNext article FreeThe Development of Technical EducationJames P. HaneyJames P. Haney Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 8, Number 1Sep., 1907 Article DOIhttps://doi.org/10.1086/453682 Views: 5Total views on this site Citations: 1Citations are reported from Crossref Journal History This article was published in The Elementary School Teacher (1902-1914), which is continued by The Elementary School Journal (1914-present). PDF download Crossref reports the following articles citing this article:Neeraj Kumar, Pooja Choudhary, Anees Ahmad, Swapnarag Swain, Pankaj Kumar Singh Examining the factor structure of quality of technical education: evidence from Punjab state of India, Journal of Applied Research in Higher Education 1 (Sep 2021).https://doi.org/10.1108/JARHE-05-2020-0120

Professor Klein and Technical Education in Germany

A MOVEMENT regarding the higher technical education in Germany was started a few years ago by Prof. Klein, in conjunction with some of his colleagues (Nernst and others) at the University of Göttingen, which may become a most important factor in the development of technical education as well as of science. It has, however, from the very outset, met with violent opposition, both in University and in engineering circles.

Technical Education in London

THE work of the Technical Education Board of the London County Council has been favourably commented upon in these columns on many occasions. The Board includes among its members several well-known educationists; and in its Secretary, Dr. W. Garnett, it possesses an official whose knowledge of science makes him capable of taking a wide view of things, and of seeing the best and most practicable lines of development of technical education. The fourth annual report of the Board, presented to the Council on Tuesday, is a substantial testimony of work accomplished during the year ending with March. To do the report justice would take many columns of NATURE, but brief references to a few of the Operations of the Board will, perhaps, suffice to give an idea of the valuable and extensive character of the work carried on.

University and Educational Intelligence

University and Educational Intelligence