Building Subjects.-This course attracted an unusually large number of students from smaller towns and accordingly arrangements were made with special reference to the needs of teachers with a somewhat narrow experience.

Painting and Decorating.-The style of decoration studied was that of Wren and his contemporaries. The teachers of this subject as well as those of building paid visits to notable buildings in and near London, including Greenwich Hospital, Hampton Court and the Mansion House, where they were welcomed by the Lord Mayor. They also had useful meetings with representatives of the Royal Institution of British Architects, of the Institute of Builders and of the National Educational Council for Painting and Decorating.

Commercial Subjects.-The subjects studied included Economic Theory, Business Economics, Book-keeping, Statistical Theory, Economic Geography and Commercial Law. Considerable time was devoted during the course to the discussion of methods of teaching.

Engineering Science and Electrical Engineering.-It was not found possible this year to include any laboratory work in these courses, but this was not regarded by the organising inspectors as a serious disadvantage, since there has been developed in these courses a tutorial system which enables small groups of teachers to discuss. their difficulties and problems freely with a tutor. Experience has shown the need of making these groups as homogeneous as possible, and this is now satisfactorily accomplished. One of the special features of this course is the existence of a reference library, which included this year nearly 600 volumes.

Textiles.-This is one of the newer courses. While the bulk of the instruction was in the subject of mechanics, the opportunity was taken to introduce teachers to the use of the microscope as an aid to teaching; a number of papers on technical subjects were read by teachers, each one of whom dealt with a matter which he had specially studied; and the amount of time devoted to the discussion of methods of instruction was, at the request of the teachers, considerably greater than was the case last year.

Cookery and Dressmaking.-The work done in these courses was very satisfactory, and the organising inspector stated that considerable benefit resulted from teachers of two such different subjects associating with one another for a common purpose.

Boot and Shoe Manufacture.-About half the total number of teachers of this subject in England attended a week-end course held at St. John's College, Battersea. This fact is remarkable when it is taken into consideration that the majority of the teachers are engaged in industry and gave up their Easter holiday in order to attend the course. The instruction and discussions related almost entirely to teaching methods and that these were of great value is indicated by the comments of the teachers after their return to their schools.

(29184)

D 2

Engineering.-About 60 teachers from a very wide area attended a week-end course at Loughborough. It was particularly satisfactory that so many teachers from isolated or small schools found it possible to attend.

Building Subjects.-About 40 teachers drawn from Lancashire, Yorkshire and Cheshire attended a week-end course at Ilkley. The topics dealt with included "the improvement of building drawing," "the teaching of subjects relating to building construction" and "the day training of building trade apprentices." In connection with the last topic, accounts were given of the work done in the day classes of the building apprentices recently established in Liverpool and Manchester.

Subjects for Women and Girls.-Week-end courses were held at Keswick and Oxford. The topics discussed included "Form and Colour," "Handicraft for Girls and Women" and "English.” A large number of books and magazines and a varied collection of suitable examples of handicraft and good workmanship were shown.

155. Generally, the Board are of opinion that it is of great importance that teachers in evening and technical schools, especially those who are employed for only part of their time, should have the fullest opportunities for adding to their knowledge and increasing their skill; and they are satisfied that the present system, which brings so closely together teachers and officials thoroughly acquainted with students and with the conditions under which instruction is given, is promoting a steady improvement of the teaching.

156. Inspection and Reports. During the year under review Your Majesty's Inspectors visited a large number of schools of all kinds for the purpose of supplying reports for the information and guidance of the school authorities and the Board. The inspection programme of the year included no provincial technical college or school of the first order of importance, but included the Regent Street Polytechnic, the Borough Polytechnic, and the School of Printing and Kindred Trades, each of which is of outstanding importance. Reports were made on the Junior technical schools for boys at Chatham, Gravesend, Leicester, Newcastle-on-Tyne and Sunderland, and the trade school for Girls at Manchester. Other reports of interest, based upon recent inspections, deal with the day continuation schools of London and of West Ham, mining instruction in Cumberland and in South Staffordshire (including Dudley and Walsall), building instruction in London, building instruction in Sunderland and the London Men's Institutes. In view of the very interesting character of the institutes, the last named report has been re-issued as the Board's Educational Pamphlet No. 48. Reports, meant for wide circulation, have been published on Instruction in Structural Engineering, Instruction for persons engaged in Surveying Occupations and Workshop Courses for persons engaged in Mechanical Engineering Trades.

CHAPTER V.

ROYAL COLLEGE OF ART, ART SCHOOLS, ART
EXAMINATIONS AND ART SCHOLARSHIPS.

1. Royal College of Art.

157. The Royal College of Art provides an advanced training in the practice of Drawing and Painting, Engraving, Sculpture, Design, Architecture, Decorative Arts and Industries and certain handicrafts. Its special position among the art schools of the country is determined chiefly by its function as a national centre for students of marked ability from provincial and London schools of art, many of whom have been selected through the Board's Examinations in Art for assistance by maintenance grants and free admissions. It has become a tradition ever since the establishment of schools of art and design through the country that promising students may eventually look to a completion of their training in London. In spite of the developments in the scope and thoroughness of training now offered by the art schools in large centres, some of them with technical opportunities in the direction of industrial design outside the possibilities of the College, there seems no likelihood of this tradition losing its attractiveness. The opportunities of study in the museums and galleries, the stimulus of contemporary exhibitions, the keenness of mind engendered by working side by side with numbers of other gifted students and by contact with those engaged in creative work of the first order are real and potent influences for both general and artistic education.

158. The present organisation of the College into Schools was established in 1901, and no great changes have been made since then, though the classes in Etching and Engraving have been organised into an additional School. The College now comprises five Schools, namely, Architecture, Design, Drawing and Painting, Engraving and Sculpture. The general policy is directed by the Principal, but the teaching of each School is under the immediate control of a Professor, the Professorship of Painting being for the time being held by the Principal. The Professors, Assistants and Craft teachers are appointed for a term of years, and are all practising artists and craftsmen, devoting only a portion of their time to teaching. The Registrar, who assists the Principal in the administration of the College, also delivers lectures on the history of art during the course of each session. To each School is attached an artist of high distinction who acts as Visitor. The Visitors report their opinion of the work of the College, and assist in the award of the Diplomas of Associateship.

D3

159. The Curriculum.-Students normally take full-time courses lasting three years, and at the end of this period are asked to produce an original work according to the nature of the branch of study undertaken, under examination conditions. If they are successful in this test, and if their work is considered satisfactory by the Principal, Professors and Visitors of the College, they receive a Diploma of Associateship. Admission to the College is granted to candidates between the ages of eighteen and thirty who pass the necessary entrance tests, or can claim exemption on grounds of appropriate successes in the Board's Art Examinations. Some students of exceptional merit stay on for Post-Diploma study, but none are allowed to spend more than five years in the College, except by special permission. In the 1925-26 session 117 men and 170 women were taking full-time courses.

160. Well qualified external students are admitted to the School of Engraving. A number of artists already well known as draughtsmen, painters or sculptors, who are anxious to learn the technical processes of etching and engraving, become part-time, fee-paying students under this arrangement. Some of the craft classes are also open to external students. There were 40 external students registered in 1925-26.

161. The aim of the curriculum is to develop in individual students the highest qualities of craftsmanship, taste and artistic vision of which they are capable. The division into schools encourages a more serious study and deeper knowledge than would be possible in turning from one subject to another, but no distinction of status or scope between fine and applied art is recognised, and the bringing together of students using different methods of expression is welcomed. Nor is any difference in curriculum established between those who intend to become teachers and those who hope to practise an art or craft, until the Diploma stage has been passed.

162. All students not specially exempted by the Principal pass a portion of their first year in the School of Architecture, with the idea of gaining some insight into the principles underlying the building arts, and of the place that should be taken by sculpture, painting and other crafts in conjunction with architecture. It is realised that under present conditions it is impossible to deal adequately with problems of construction. The Diploma course in Architecture is therefore not put forward as a training for practising architects and does not compete with the professional schools of Architecture, though its inclusion of the study of drawing and design may be usefully considered as one portion of a professional training. Thus a small number of full-time students form the nucleus of the School, which in the main is an auxiliary influence on students from other Schools.

163. The School of Design is the largest and most varied in scope of the five. Its students take a general course in design in their first year, but indicate the craft or branch of industrial design which they intend specially to study. This special work absorbs more of their time in the successive years of their course. Every student is expected to make himself proficient in the technique of one craft. To think, and so to design, in terms of the material is admittedly essential for a designer, and experience of personally controlled processes is felt to be valuable not only to the handicraftsman but also to the designer who sets out on paper what others, with the aid of machinery, it may be, will produce.

164. The Pottery workshops deal with throwing, modelling and turning pottery, the decoration of pottery and tiles, firing and firecontrol. Students are encouraged to make their own researches on the preparation of slips, bodies and glazes, and to record the results. In the Stained Glass workshops windows are carried through to completion. There are metal workshops, and other craft classes for handblock cotton printing, weaving, embroidery, writing and illumination. In all these branches the individual experiments of the craftsman suggest ideas in design which may be adapted in some measure to the processes of industrial production. It is recognised that the complicated technical processes of such industries as textile manufacture must be learnt in the centres of production, like Bradford or Macclesfield or Manchester. There are, however, members of the College staff who have practical experience in designing for such industries, and the work of students who aim in this direction is developed with working conditions in mind. But it is felt that the function which the College can best fulfil in relation to these branches of design is that of cultivating taste and stimulating invention, qualities which may be adapted or applied as circumstances demand. Visits from manufacturers who put their own points of view before students have been welcomed. It must be admitted that opportunities offered by the design side of industries are not often alluring to students. Routine draughtsmanship and re-copying are not readily acceptable, nor do they offer a proper return for a specialist training, unless there is prospect of further responsibility and profit. To those who will have the future management of businesses, the courses arranged in the Design School should offer valuable training, and contact with the minds of designers. Design for book illustrations, posters, heraldry, and for theatrical purposes, writing and illumination are important branches of the Design School.

165. The Department of Mural and Decorative Painting deals with the materials, methods and processes used in size, tempera, oil and fresco painting. Students learn to lay grounds on wood and linen, and to prepare wall surfaces. The department is also a field for constant experiment in other craft processes such as