INDUSTUM
INDUSTRIAL SCHOOLS
enormous; and hence the electromotive force in the secondary is enormous. Such a form is generally known as a Ruhmkorff coil, after one of its early makers. The finished appearance of a typical Ruhmkorff coil is shown in Pig. 4. In the transformer used for house-lighting the secondary circuit contains fewer turns of wire than the primary, and hence the transformer reduces the voltage; but in the Ruhmkorff coil the secondary contains many
FIG, 4. INDUCTION COIL
times as many turns as the primary, and hence raises the voltage. In the transmission of power over long lines, one induction coil is used at the generating station to raise the voltage, and another is used at the receiving station to reduce the voltage, thus securing the economy of transmission which comes from the use of high voltage. For further details, see Thompson's Elementary Lessons in Electricity ana Magnetism.
Indu'sium (in plants). A flap-like outgrowth of the epidermis in ferns, which covers the sorus or group of sporangia. See FILICALES.
In'dus River ("to flow"), is the great river of India, which bounds Hindustan on the west. It rises in Tibet, 16,000 feet above the sea, on the north side of Kailasa, a peak of the Himalayas. It flows through deep wild gorges, with steep sides, rising as high as 10,000 feet. The Indus abounds in fish of fine quality, and is infested with crocodiles. In the lower part of its course the river divides into many channels. The main channel is constantly changing, and the bed of the river is dotted with islands and sandbanks. The total length of the river is 1,900 miles. The delta, formed by the channels at the mouth, covers an area of about 3,000 square miles, and extends for some 125 miles along the Arabian Sea.
Industrial Schools have grown up chiefly as a substitute for the old system of apprenticeship, which (according to a U. S. Bureau of Labor Report) has declined from (i) production on a large scale, which destroys the personal relations between the master and apprentice; (2) the extensive use
of machinery and subdivision of labor; (3)
the unwillingness of employers to take on apprentices; (4) the unwillingness of journeymen to instruct apprentices; and (5) the 4is-like of boys for apprenticeship.
Industrial schools seek to maintain the efficiency of a system of apprenticeship, w uile preserving the personal relation between teacher and taught, enabling a boy to move freely from task (to task within his trade, overcoming his dislike for the learning operation, and continuing his liberal education. Germany has a thorough system of public industrial education in all grades, in all branches and for all classes. The U, S. has no such system, save one which is in process of organization in Massachu~ setts, but has private industrial schools and some industrial training in the public schools. Technical and polytechnic schools (q, v.) might be regarded as secondary industrial schools. Apart from these, there were no schools of an industrial character in the U. S. until 1870. In that year Massachusetts introduced industrial drawing into the public schools; and by 1890 this subject was taught in 201 out of the 351 cities and towns of the state. The law of 1898 made drawing compulsory in the public schools of Massachusetts, and required1 the foundation of evening-schools for drawing in towns of more than 10,000 inhabitants. Sewing was required of girls in Boston in 1870. Manual training was attempted in New York in 1874, and is now widely taught in its public schools. In 1900 it was offered in the public schools of 169 towns of more than 8,000 inhabitants. The larger cities have established manual-training high schools, in which four years are given to courses in manual practice alongside the regular curriculum of the high school. The extension of industrial drawing in the public schools led to the foundation of schools of industrial design. Such are the Lowell School of Practical Design, Mass. (1872), the School of Industrial Art, Philadelphia (1877), the Rhode Island School of Design (1878); and recently many others. , The Textile School grew out of the School of Industrial Art at Philadelphia, and has been followed in eight or ten cities.
In the south, industrial schools have been founded for the education of the colored race. Hampton Institute, which opened in 1868, was so successful that a number of similar schools have sprung up, that at Tuske-gee, Alabama, having more than 1,000 pupils.
Elementary industrial education in the U. S. is promoted also by continuation schools (q. v.) and evening-classes in connection with technical institutions, But it seems clear that a thorough system of day
