Instruction for Ireland," thus placing agriculture and the handicrafts on the same plane. This department is of recent creation, and the impulse given by it to science and technical instruction may be realized when it is stated that in 1900 but 6 secondary schools possessed laboratories, while in 1907, 265 of these schools are equipped with these important adjuncts.

An elaborate scheme has been prepared for the technical training of all classes which desire to pursue some special trade or handicraft calling, and schools appropriate to their needs have been established. The larger cities have establised technical institutes on a most elaborate scale in which various trade and academic courses are offered. Prominent among these schools are the Municipal Technical Institute at Dublin, Cork and at Belfast. These schools are housed in magnificent buildings and possess thorough equip

ment for trade instruction.

There are 800 boys attending the Dublin Industrial School. They have been sent there by the courts, not as a rule for criminal offenses, but on account of the inability or indisposition of the parents to properly support them. The school is in charge of the Christian Brothers, and the government pays about 7 shillings per week for the board and care of each boy. Pupils were found here ranging in age from six to sixteen years, they being discharged upon arrival at the latter age. The pupils of this school seemed happy and well nourished. It was learned that the boys in the majority of cases regretted leaving the school upon arrival at the age of sixteen, and that practically all the graduates were making a success of life.

A visit to Killarney was particularly interesting, for here were found two schools of lace making, each conducted at a convent. Girls are taken at from twelve to sixteen years of age, and are

taught various branches of hand lace making.

Two schools visited in Cork were of particular interest. The first was the Christian Brothers School. This is a large school, fully equal to the typical Massachusetts manual training school. In the theoretical departments of this school it was observed that the walls of the rooms were lined with cases which contained exhibits showing the complete history of all the industries of Ireland, from the raw material to the finished product. On the whole, it was the finest museum seen by this committee in any school.

The committee visited an industrial school for girls corresponding in rank to the industrial school for boys, but on a much smaller scale. This school is in charge of the nuns of the convent.

where an interesting day was spent in the A visit was made to the city of Belfast, Belfast Technical School, which is housed in a fine building that was paid for by the city. This school is supported by the city with a subsidy from the national government of about one-half the cost of maintenance. The school is equipped for the teaching of a large variety of trades and is attended by both day and evening classes; the laboratories are unusually fine.

It has been said by some that this education was forced upon Ireland by the British government. Such is certainly not the case, because the initiative must be taken by the local authorities, who after the appropriation of certain sums of money for the school, voted upon by the people of the locality, receive a subsidy from the government.

In all countries visited, interviews were held with men conversant with labor interests, from whom it was learned that the industrial schools were looked upon with much favor by representatives of organized labor.

A TECHNICAL SCHOOL IN THE FOREST.

To study a valuable technical and art craftsmanship school one would scarcely in England choose a little town of 14,500 inhabitants wherein to make research. But in Austria it is in all small towns, wherever there are special industries, that the Educational Ministry plant their schools to develop and advance the scientific knowledge of those industries. Here in Villach we are in the midst of forests. Wood forms the staple commodity, and so in this interesting, historic and picturesque town is a school to develop wood industries.

The school has three sections-building, art and cabinet work. In the director's room one at once saw all the hidden beauty and worth of wood. Articles of everyday utility were beside objects of art full of expression. There was a figure of Samson, full of pathetic power; a portrait of the old master workman, such a figure as Herkomer wolud glory in; a statue of Dante; and a Christ, reminding one of the work of the fourteenth century, when woodcarving was in its glory-and this Christ was carved by a lad of eighteen. But near were quaint little toys of the most simple form; these were the models for the village children to copy, thus making the Noah's Ark toys of commerce.

In the drawing room I was surprised to see a monkey running about and some birds feeding, but I soon saw that monkey and the birds were worked into many a design; a hen with her chicks were also utilized. Flowers and trees they had around them, and the pupils had to create, not copy.

In the turners' room were fifteen lathes. In the sculptors' room pupils were at work. Quite a picturesque group was formed as the workmaster stood over a lad who, with mallet and chisel, was working out of a rough wood block the figure of a laughing fawn. The pupil had a fine face, and his eyes went

Professor Beverly T. Galloway, who is

expert pathologist and classicist, thought it would be a good idea to have the various departments exploited in Latin, so over the pediments appeared variously the words "Fructus," "Cereales," "Forestes" and "Alores."

Secretary Wilson took a look at "Fructus," shook his head and is reported to have asked what it was.

"Oh, it means 'fruits,"" said Dr. Galloway, pleasantly and proudly. "Then why in h

didn't you say 'Fruits' and not 'Fructus'?" rejoined the secretary, who is from a rural district in Iowa.

Orders were accordingly issued that "Fructus" must go, and it went in company with "Cereales," "Forestes" and the

rest.

There was some doubt as to whether "Forestes" really meant forests, some people thinking that silvae would have been the proper thing. At any rate it will be neither forestes nor silvae. The secretary thinks the Latin is bosh, and now the ordinary wayfarer will be able

Instruction for Ireland," thus placing agriculture and the handicrafts on the same plane. This department is of recent creation, and the impulse given by it to science and technical instruction may be realized when it is stated that in 1900 but 6 secondary schools possessed laboratories, while in 1907, 265 of these schools are equipped with these important adjuncts.

An elaborate scheme has been prepared for the technical training of all classes which desire to pursue some special trade or handicraft calling, and schools appropriate to their needs have been established. The larger cities have establised technical institutes on a most elaborate scale in which various trade and academic courses are offered. Prominent among these schools are the Municipal Technical Institute at Dublin, Cork and at Belfast. These schools are housed in magnificent buildings and possess thorough equipment for trade instruction.

There are 800 boys attending the Dublin Industrial School. They have been sent there by the courts, not as a rule for criminal offenses, but on account of the inability or indisposition of the parents to properly support them. The school is in charge of the Christian Brothers, and the government pays about 7 shillings per week for the board and care of each boy. Pupils were found here ranging in age from six to sixteen years, they being discharged upon arrival at the latter age. The pupils of this school seemed happy and well nourished. It was learned that the boys in the majority of cases regretted leaving the school upon arrival at the age of sixteen, and that practically all the graduates were making a success of life.

A visit to Killarney was particularly interesting, for here were found two schools of lace making, each conducted at a convent. Girls are taken at from twelve to sixteen years of age, and are

taught various branches of hand lace making.

Two schools visited in Cork were of particular interest. The first was the Christian Brothers School. This is a large school, fully equal to the typical Massachusetts manual training school. In the theoretical departments of this school it was observed that the walls of the rooms were lined with cases which contained exhibits showing the complete history of all the industries of Ireland, from the raw material to the finished product. On the whole, it was the finest museum seen by this committee in any school.

The committee visited an industrial school for girls corresponding in rank to the industrial school for boys, but on a much smaller scale. This school is in

charge of the nuns of the convent.

where an interesting day was spent in the A visit was made to the city of Belfast, Belfast Technical School, which is housed in a fine building that was paid for by the city. This school is supported by the city with a subsidy from the national government of about one-half the cost of maintenance. The school is equipped for the teaching of a large variety of trades and is attended by both day and evening classes; the laboratories are unusually fine.

It has been said by some that this education was forced upon Ireland by the British government. Such is certainly not the case, because the initiative must be taken by the local authorities, who after the appropriation of certain sums of money for the school, voted upon by the people of the locality, receive a subsidy from the government.

In all countries visited, interviews were held with men conversant with labor interests, from whom it was learned that the industrial schools were looked upon with much favor by representatives of organized labor.

A TECHNICAL SCHOOL IN THE FOREST.

To study a valuable technical and art craftsmanship school one would scarcely in England choose a little town of 14,500 inhabitants wherein to make research. But in Austria it is in all small towns, wherever there are special industries, that the Educational Ministry plant their schools to develop and advance the scientific knowledge of those industries. Here in Villach we are in the midst of forests. Wood forms the staple commodity, and so in this interesting, historic and picturesque town is a school to develop wood industries.

The school has three sections-build

ing, art and cabinet work. In the director's room one at once saw all the hidden beauty and worth of wood. Articles of everyday utility were beside objects of art full of expression. There was a figure of Samson, full of pathetic power; a portrait of the old master workman, such a figure as Herkomer wolud glory in; a statue of Dante; and a Christ, reminding one of the work of the fourteenth century, when woodcarving was in its glory-and this Christ was carved by a lad of eighteen. But near were quaint little toys of the most simple form; these were the models for the village children to copy, thus making the Noah's Ark toys of commerce.

In the drawing room I was surprised to see a monkey running about and some birds feeding, but I soon saw that monkey and the birds were worked into many a design; a hen with her chicks were also utilized. Flowers and trees they had around them, and the pupils had to create, not copy.

In the turners' room were fifteen lathes. In the sculptors' room pupils were at work. Quite a picturesque group was formed as the workmaster stood over a lad who, with mallet and chisel, was working out of a rough wood block the figure of a laughing fawn. The pupil had a fine face, and his eyes went

into his work-a village lad turned into an artist by this school.

The number of pupils in all was 520. Girls were taught drawing and painting. Here their system makes the poorest see with an artistic eye, and the value of this Iwas evident in the town. In the furniture and houses were seen the influence of this school, which is absolutely free to all without payment-even for material.-Pall Mall Gazette.

PUTS BAN ON LATIN.

People who like Shakespeare know some Latin and less Greek, says the Chicago Examiner, will be disappointed to learn that Secretary James Wilson, Secretary of Agriculture, has ordered the Latin inscription literally "cut out" of the pediments of the new Agriculture building and plain English put in as substitutes.

an

Professor Beverly T. Galloway, who is expert pathologist and classicist, thought it would be a good idea to have the various departments exploited in Latin, so over the pediments appeared variously the words "Fructus," "Cereales," "Forestes" and "Alores."

Secretary Wilson took a look at "Fructus," shook his head and is reported to have asked what it was.

"Oh, it means 'fruits,'" said Dr. Galloway, pleasantly and proudly.

"Then why in h didn't you say 'Fruits' and not 'Fructus'?" rejoined the secretary, who is from a rural district in Iowa.

Orders were accordingly issued that "Fructus" must go, and it went in company with "Cereales," "Forestes" and the

rest.

There was some doubt as to whether "Forestes" really meant forests, some people thinking that silvae would have been the proper thing. At any rate it will be neither forestes nor silvae. The secretary thinks the Latin is bosh, and now the ordinary wayfarer will be able

to know where he is at, when he visits the great government barn.

LANGUAGE LEARNING.

"Schliemann's prescription" is a quick method of acquiring at least reading knowledge of other tongues, and it is less fully appreciated than it should be in the very places where it could be of greatest use, says Wellspring. There are, all over the country, homes where one or two of the family have had, at some time or other, a pleasant and broadening and refreshing acquaintance with German or French, or perhaps even Italian or Spanish. The difficulty has been to "keep up" that acquaintance, and a chance to bring

a fresh, lively, outside interest into the home life is lost.

Doctor Schliemann's method was simply this: He was too busy unearthing the nine buried cities of old Troy town to have much time left for hard work with grammars and dictionaries. So he did without them largely. He learned by reading, and by reading rapidly as one reads in English, depending upon habit and familiarity with the words to make their meanings clear to him. He is today almost as famous for the many foreign languages he was able to read as he is for his archaeological discoveries.

The "five-minute doses" of this "prescription" amount to this. Take five minutes a day for reading, say, German. Just read it. Don't think you are unscholarly because you haven't time to "look up" some new word. Words have a way of teaching words. Reading a little each day will keep in training your word memory, and will fasten new words in your mind. Get your eyes, and your ears, too, accustomed to the once unfamiliar words and phrases. Let the wits sharpen themselves on guessing, at a meaning here and there. Don't be discouraged; the vital point is to have faith in this prescription. It has been tried, and it works.

All at once, where you could only read a few sentences in your five minutes, you will find yourself reading a page, two pages, three. The sense of whole phrases

will seem to jump out at you without need of clumsy dictionaries.

For many tried, overburdened, or shutin people just such an outside inspiration as this is of extraordinary value. It begun at school-far from it. Both Italis not necessary to stop with the language ian and Spanish are easily learned by one's self, so far as reading goes, and they are the prettiest pastimes for one who has even a slight knowledge of Latin and French.

Even the best translations lose some of the charm of the original, and reading at first hand has a sufficient reward for indefinite thing which so many nowadays the trouble or cost. As a "hobby," that claim to be necessary to happiness, it ranks very high.

Better is a sentence a day where gain is than a chapter a month and discouragement therewith.

*

YALE STATISTICS ON GRADUATES.

There has been compiled for the Yale Alumni Weekly by R. M. Byrnes of the class of 1908 and R. D. Bennett of the class of 1906 an exhaustive and significant set of tables bearing upon vital statistics and occupations of Yale graduates. The basis of the compilations is a group of twenty Yale classes-1867-1886—taken at the periods twenty years after graduation.

Returns at those periods for 1991 graduates show that 35 per cent have entered law as an occupation, 12 per cent teaching, 9 per cent medicine, 7 per cent manufacturing, 8 per cent mercantile life, 8 per cent ministry, and 21 per cent misce1, laneous occupations. About 70 per cent entered the professions-a return that would be much reduced in later classes. In law, at the end of the twenty years, 57 per cent had married; in teaching, 70 per cent; in medicine, 59 per cent; in manufacturing, 64 per cent; in mercantile life, 52 per cent; in ministry, 70 per cent, and in miscellaneous occupations 62 per cent. In the whole 1991 graduates, 61.4 per cent had married.

The doctors married at an average age of 31.1 years; lawyers at 30.3 years, teachers 29.7 years, clergymen 29.1 years, merchants at 29 years, and those