prenticeship, but to make a real beginning of actual apprenticeship and carry it forward as far as practicable in a school. The shop work of the apprentice school is accompanied by such instruction in different branches of education as the apprentice ought to have if he were in a shop instead of a school. In an apprentice school the shop is the prin cipal thing; the school instruction is supplementary and is especially adapted to the trade or trades taught in the shop; that is, a school is put into the shop. Briefly stated, the object of the apprentice school is to form the skilled workman. Accordingly, the hours of the ap prentice school and the holidays should coincide with the hours and holidays of the journeyman mechanic. The apprentice's hardening to work should be begun at once. He is trained to endure drudgery with patience. The manual training school has been described as a school for instruction and not construction. A genuine apprentice school is a school not only for instruction, but also for construction. It teaches the use of tools, both abstractly and concretely; it does not stop, like the St. Louis school and the school of mechanic arts at the Massachusetts Institute of Technology, in Boston, with the abstraction of wood and iron work, but includes in its course the design and execution of perfected projects. But here the technical education succeeds the general education, instead of accompanying it.

How far trades should be taught at the public expense is an open question. This question every community must decide for itself. But public sentiment seems to be increasingly in favor of making a beginning in the way of supplying industrial education at the public expense; and in the light of foreign experience it would seem to be advisable that every city of the first class, and perhaps of the second class, should set up at least one apprentice school. In looking for a model school of this class for imitation in all essential features, though perhaps not in every minute detail, we must, in my judgment, go to Paris. The municipal apprentice school of that city, on the boulevard de la Villette, which was opened in December, 1872, was clearly the best of its kind in the world at the time of the Universal Exposition in 1878, and there is no reason to believe that it does not hold the same rank now. This school was not established in a haphazard manner, but on a plan thoroughly matured by Director Gréard, after a profound and exhaustive study of the subject, the results of which he embodied in a remarkable memoir published in 1872 and embraced in the French exhibition of education at the Vienna Exposition in the following year. The excellence and representative character of this school seem to render an account of it somewhat in detail desirable.

The school receives apprentices for the working of metals and of wood. Its object is to form workmen intelligent and skilful in all the parts of their trade. The duration of the apprenticeship is three years. The apprentices are divided into three sections or years, determined by the degree of apprenticeship.

The day comprises six hours in the shop for the first two sections, eight hours for the third; five hours in the school for the first two, three hours for the third.

The pupils are not boarded in the establishment.

The instruction is gratuitous and the pupils are furnished gratuitously with all the materials of study and work.

No pupil is admitted before thirteen years of age nor after sixteen years.

Candidates are received only upon the presentation of certificates of graduation in the elementary school or after an equivalent examination.

The pupils remain within the walls of the establishment from 7 in the morning until 7 in the evening, one hour, fron 11 to 12, and a half hour, from 2.30 to 3, being allowed for dinner and luncheon and recreation. These hours are the same for every day in the week, except Sunday, and for all the seasons.

The instruction is divided into two divisions, shop instruction and school instruction, the latter being mostly technical in character. The shop instruction is, first, that of preparation, and, secondly, that of execution. In the preparatory course of the first year each pupil in rotation passes through the shops of wood and iron, performing a succession of elementary exercises. In this preparatory course each pupil in the class has charge of the engine for a certain number of days. The work of execution begins with the second year, when the choice of a speciality is permitted. Besides the shop for working wood and iron there is a department of precision, into which pupils of exceptional talent are admitted.

Instruction and construction are combined; the constructions are sold, but they are not made for sale; they are made solely for instruction, and only such constructions are made as are deemed necessary for the best training of the apprentices.

As the program of the school instruction is believed to be of special interest in this connection, it is introduced here in full.

French language.— Grammar, orthography1 — Completion of grammar, exercises in composition-Reports of visits to shops and factories.

English language.— Reading and writing, elements of grammar, exercises on the blackboard-Grammar (syntax), translations and themes, conversation. Mathematics. Arithmetic, plane geometry, measuring of surfaces - Completion of arithmetic, geometry in space, volumes-Descriptive geometry, applications.

Chemistry. Elements of general chemistry-Industrial chemistry, applications. Physics.- Elements of physics, general properties of bodies - Industrial physics, applications-The completion of physics and chemistry.

Mechanics. Study of simple tools and of the elementary organs of machines - Elements of mechanics, simple machines - Steam engines, machine tools.

Technology.-None-Lessons on materials, their production, their uses-The foregoing completed; resistance of materials.

History. The rudiments of general history - The history of industry- None. Geography.-Elements of general geography, geography of Europe and of FranceIndustrial geography - None.

Drawing.- Freehand drawing, elements of graphic drawing - Geometric and industrial drawing-Drawing of tools and machines.

Law. None first year-None second year-Elements of law relating to common life.

All the courses of the school are obligatory for all the pupils, the maximum number of whom is 150.

The buildings consist of four structures bounding the four sides of a spacious square interior court, namely, one for work in iron, one for work in wood, one for the school rooms, drawing rooms, laboratories, The dash divides the requirements of the different years.

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and the préau couvert, or large hall for wardrobe, lunching, repose, &c., in common for the pupils, and one for the administration and miscellaneous purposes. Experience has proved that in this school the régime of manual labor, broken by intervals of rest taken in the open air and alternating with study, contributes alike to the physical force and to the intelligence and character of the pupils, among whom for five years in succession there was not a single death. This school has been eminently successful; its pupils are in demand at good wages. After it had been fully tested by some eight or ten years of experience, it was decided to establish several more of the same type, adapting the trades taught, so far as practicable, to the prevailing industries of the quarters of the city in which they were respectively located. It seems very desirable that a model school of this class should be established on this side of the water, either at public or private expense.

The New York apprentice school.-Though we have in this country no apprentice school of the class of the Paris school above described, we are able to record that at length we have one genuine apprentice school, very remarkable and original in character and located precisely in the community where it can do the most good. I refer to the apprentice school for teaching the most important of the building trades which was established in New York by Mr. Richard T. Auchmuty, an eminent building contractor.

This school is believed to be unique both in the kind of trades taught and in the regimen, though in its scope and aim it is similar to the Paris school. This school, or group of schools, does not profess to turn out thorough workmen, but to give a boy enough knowledge and expertness at a trade to enable him to make himself useful in a shop and by constant work to make himself perfect by practice. The trades taught are as follows: Masonry, carpentry, plumbing, plastering (including stucco work), painting (including fresco), wood turning, woodcarving, stone cutting, &c. For the accommodation of these schools, Mr. Auchmuty covered a whole block, measuring 200 by 125 feet, with onestory structures, well lighted and warmed. The accommodations are intended for three hundred apprentices. Admission to these schools is not limited to the founder's employés. The tuition fee is $3 per month. The result of a course in the school is that a boy gets more actual instruction and handles the tools more than he would do if a regular apprentice at a trade. Last spring seventeen of the youthful pupils who had been doing mason's work got situations as journeymen at $4 a day before the end of summer. There has been no lack of pupils and the school has been in all respects successful.

WHAT OUGHT TO BE DONE FOR INDUSTRIAL EDUCATION BY CITY SYSTEMS OF PUBLIC INSTRUCTION.

The term industrial education is here used in its broadest signification, as comprising all the technical education not belonging to the social pro fessions and those relating to the fine arts.

As intimated above, the best thing that can be done for technical education is to make ample provision for a broad, liberal, and thorough general education. Mr. Matheson, the English commissioner who lately visited this country to examine into and report upon our technical education, attributes our remarkable success in mechanical and manufacturing industries to the high standard which we have maintained in our public elementary schools and to the general diffusion of higher education by means of our public high schools and other institutions for secondary instruction. Plainly he could not attribute it to the number and excellence of our industrial or trade schools, either public or private, that would be thought by any one to come within the range of a municipal school system, for such schools do not as yet exist to an extent sufficient to produce any appreciable result. And here a word of cau tion should be said against putting too much confidence in the current statements put in circulation by anonymous correspondents and superficial and irresponsible observers, to the effect that European countries are dotted all over at the crossroads with technical schools of every kind. Some countries, it is true, are in advance of us in this respect. In superior polytechnic schools, carried on directly by the central governments, the leading foreign countries are considerably in advance of us. And, indeed, within the range of secondary and elementary industrial schools, including trade schools, there is a considerable number of institutions of high merit well deserving our study and imitation; still, the truth is that, on the whole, within this range, the development and dissemination of industrial education is still in its infancy in Europe as well as in America. It would be a mistake, therefore, to undervalue and lower our standard of general education in order to make room for trade schools on the authority of good foreign example.

But without abating our zeal or contracting our scheme of provision for general education, there remains much to be done by our city school systems in providing that kind of instruction and training which fits persons, in part at least, for some particular modes of gaining a liveli hood. The provisions for this purpose which seem desirable in the present stage of pedagogical experience and opinion are here briefly enumerated:

(1) A modification of the curriculum of elementary instruction which will render it better, not only for the purposes of general education, but also better as a direct preparation for many industrial pursuits. This modification consists, in brief, in throwing overboard a considerable mass of the useless details of some of the branches now taught, in applying more practical and comprehensive methods of teaching all the subjects, while always aiming at the shortest and most direct means of communicating and enabling the pupils to acquire useful knowledge, and at the same time ignoring processes and exercises merely for the sake of what is called symmetrical development of the mental faculties; thus making room for drawing (both freehand and mechanical), the rudiments of

book-keeping, the rudiments of practical geometry, physics, chemistry, and natural history, modelling and carving for boys, needlework for girls. I omit the workshop for boys, because I think that up to fourteen years of age the above studies, in connection with gymnastics, would be more profitable as a preparation for apprenticeship, and I think boys ought to.complete their elementary education at fourteen years of age, and, if they have not, the more reason why they should not then divide school work with shop work.

(2) To teach girls, in all grades of public instruction, sewing and cutting and fitting, and besides, special schools should be established for instruction in the advanced branches of needlework, cutting and fitting, and perhaps millinery.

(3) To establish everywhere, in small cities as well as large, thoroughly equipped evening industrial drawing schools.

(4) Evening high schools should be widely disseminated, giving instruction in more or less technical branches, such as book-keeping, commercial arithmetic, stenography, practical geometry, drawing, &c.

(5) Evening schools devoted exclusively to technical branches, like those in France, elsewhere described.

(6) To establish in the larger cities one or more apprentice schools like that in Paris, on the boulevard de la Villette, above described.

(7) The establishment of simple manual training schools, as they may be demanded, like those in New Haven, Boston, and Peru, Ill., already described, for boys who have completed their elementary studies and for boys already in the grammar schools who wish to attend them out of school hours, whether in the evening or daytime.

(8) To establish in the larger cities manual training schools, after the pattern of the St. Louis school and the school of mechanics connected with the Boston Institute of Technology.

(9) The general establishment of schools of practical cookery for girls, after the pattern of those which have been so successful in the city of London.

SEWING.

No girl can be considered properly educated who cannot sew. If the art of sewing is an indispensable element of a girl's education, why should it not be placed side by side with reading and writing in the common school course of study? That instruction in this branch ought to begin in childhood cannot be doubted. It requires no costly shops, no special rooms even; the ordinary school room affords every requisite convenience. In the earlier stages of the course, at least, the regular teachers might properly give the instruction. The sewing hour affords the pupils agreeable recreation. Experience has proved that competent instruction in sewing can be given in school without any appreciable detriment to the other branches. Experience has also proved that, where there is no school provision for sewing, girls in large num