TEASEL. 79 TECHNICAL EDTJCATION. which are oblong, hook-pointed, acuminated, rigid bracts. The plant is cultivated for the heads, which are cut off when in flower, and are used for raising the nap of cloth, a purpose for which no mechanical contrivance has been found to equal them. The split heads are fixed on the circum- ference of a cylinder, which is made to revolve against the surface of the cloth. The wild teasel {Dipsacus sylvcstris) , from which fuller's teasel is supposed to liave originated, has straight in- stead of hooked prickles on the heads. It is a common and troublesome weed in some parts of the United States. TEA TREE. See Cajeput. TEA-WATER PUMP. A spring famous in New York during the eighteenth and part of the nineteenth centiiry. It was situated north of the present City Hall Park, on Chatham Street, and was for a long time the chief source of supply for drinking purposes, owing to the purity of its water. TEAZLE, te'z'l, Ladt. A sprightly country- bred girl who is married to an elderly and ex- acting but kind-hearted old gentleman, in Sheri- dan's fichool for Scandal. She falls in with a set of society gossips and her head is turned by the keenness of their acid speech. She is courted by the hypocritical friend of her husband, Joseph Surface. The role was created by Mrs. Abingdon. TEAZLE, Sir Petek. The husband of Lady Teazle ( q.v. ) . The role was created by Mr. King. TECHE, tesh. A bayou in Louisiana (Map: Louisiana. D 3). It leaves the Red River near Alexandria and flows southeast in a course of 175 miles, during which it sends off numerous branches to the Atchafalaya Bayou, and finally empties into that baj-ou below Grand Lake, send- ing also several widely separated arms directly to the Gulf of Mexico. It is interesting as hav- ing been anciently a main outlet of the Red River, and is lined with high and extensive al- luvial banks which form excellent agricultural lands safe from inundations. The bayou is navigable for steamers to Saint Martinsville, about 00 miles. TECHNICAL EDUCATION (from technic, from Gk. Tcxw^is, iccliiiilos, relating to art or handicraft, from t^x^v, technc, art, handicraft, from tUtciv, tiltrin. to bring forth, produce). The term technical education, strictly speaking, embraces all instruction that has for its object the direct preparation for a career or vocation. In common u.se, the designation is applied to such instruction as bears directly upon the industrial arts. The field of such education ranges from instruction in the arts and sciences that underlie industrial practice in its broadest and most complex relations to the simple train- ing in manipulation needed for the prosecution of some productive trade. This wide province naturally calls for numerous and widely diver- gent types of schools. _ Technical schools may conveniently be di- vided into three classes: (I) Institutions of a collegiate or university grade, to which the titles engineering schools, institutes of tech- nology, polytechnic institutes, and schools of ap- plied science are variously given, and which are devoted to instruction in advanced mathematics and science, and the theory and practice of indus- trial operations. (2) Schools in which the pur- pose is to prepare for practical work in some par- ticular field of industry and which afford in- struction in those branches of science and art that underlie its special problems. This class is represented by schools of weaving, dyeing, build- ing, and machine construction and draughting. The term 'technical school' has been used in a specialized sense in this article to denote institu- tions of this character. In this class may be grouped schools of industrial art in which the study of design is supplemented by training in manipulation. Evening continuation schools which afford instruction in science, art. and tech- nical methods may also be considered in this group. (3) Trade schools which supply a train- ing in the practice of some productive trade. The function of the first type of school is to edu- cate its students for managers and superintend- ents of industrial establishments, consulting and designing engineers and architects, etc. — in other words, to supply leaders and organizers for the industrial world ; that of the second, to provide foremen, designers, and experts in special lines of industrial practice; and that of the third, to train craftsmen for practical work at a trade. E^-G^NEEBI^'G Schools; Schools or Applied Science; Institutes of Technology. The ear- lies.t establishment of this type of school occurred in France and Germany. In France, the Ecole des Fonts et Chausfes, originally started in 1747 as a drawing school, was organized in 1700 for the training of engineers for the Government ser- vice. In 1794 the celebrated Ecole Polytechnique was founded, primarily to fit men for the engi- neer and artillery corps of the French Army. Not only has this school done much to set the standard of scientific training for the State ser- vice, but from the fact that many of its gradu- ates have engaged in private work, it has exerted a strong influence upon general industrial prac- tice. Other special engineering schools have been established at different times by the French Gov- ernment, and in 1829 the Ecole. Centrale des Arts et Metiers was founded as a private institution. The standards of this school have always been of the highest character. In Germany the first in- stitution that approached a modern engineering school was the School of Mines founded at Frei- berg in 1824, in order to develop engineers for working the mines in the neighborhood. Later in the century came the great development of pure science in the German universities, and following this came an era of equal activity in the field of applied science, which quickly resulted in the widespread establishment of poh'technics or Teclinisclie Hochsclnilen. Rivalry between the various States played a part in the spread of these schools, each striving to outdo the others* in magnificence of buildings and completeness o£ equipment. These institutions, which often had their beginnings in secondary technical or trade schools, have now become foundations co- ordinate with the universities, requiring equal academic preparation for admission, and repre- senting specialized courses in engineering, archi- tecture, industrial chemistry, and agriculture. Schools of this kind are uniformly supported by the governments of the various States, and pre- sent a veiT highly developed organization. The splendid Technische Hochschule at Charlotten- burg, and similar institutions at Munich, Dres-
