=Industrial Training in the Schools of Europe.=--The educational institutions of Fellenberg (Fig. 36) were well managed and proved very successful, and the idea of education through industrial training spread rapidly. While, after the death of Fellenberg in 1844, the schools at Hofwyl gradually declined, various types of industrial education everywhere came to supplement academic courses, and extend the work of the school to a larger number of pupils. Thus the tendency of modern civilization to care for the education of the poor, the defective, and the delinquent through industrial training has sprung from the philanthropic spirit of Pestalozzi and his practical collaborator, Fellenberg, and has become apparent in all advanced countries. Industrial institutions rapidly increased in Switzerland, beginning in 1816 with the school in the neighboring district of Meykirch. In 1832 a cantonal teachers’ association was formed at Berne, with Fellenberg as president and Wehrli as vice president, and every canton soon had its ‘farm school.’ Industrial training was also introduced into most of the Swiss normal schools. In Germany the industrial work suggested by Pestalozzi and Fellenberg came into successful operation in many of the orphanages and most of the reform schools. Later, industrial education was taken up by the _Fortbildungsschulen_ (‘continuation schools’) of the regular system (see p. 420). At the reform and continuation schools of France industrial training has long formed the distinctive element in the course. Educators and statesmen of England likewise early commended the work of Fellenberg, and industrial training shortly found a foot-hold in various technical and reform schools of that country. [Sidenote: ‘Manual labor’ institutions.]