develop the intellectual faculties, but fit the student to master the special pursuit which he intends to follow.

It may be objected that the knowledge thus acquired would be superficial and of little or no use, and that no important results would be worked out by any one having only a little knowledge in a little corner of some science. Remember that this training, in a great majority of instances, will be followed up by a special application in some particular branch of industry. It is, therefore, only preparatory to practical work. Elementary acquirements are about all that education can bestow, and we know that they generally suffice for success. To disparage them as superficial is, therefore, to disparage all educational acquirements. There are a set of important facts which are attainable at school, and which will be serviceable all through life; and they are about as far removed from profound erudition on the one hand as they are from sciolism on the other. This species of knowledge ought to be included in what is taught by the school. In physics, for instance, how could the steam-engine be so well understood as by its presence in the workshop, and the analysis of its parts and powers explained while in motion? How could picture-making by the aid of a sunbeam be so easily learned as from the camera of an actual operator; or the wonderful results of electricity, as when worked out by instruments intended for the illustration of these phenomena? It becomes evident by such examples that science is not the exclusive monopoly of the learned, but that it belongs to every man, woman, and child who passes through the public schools, and that it is as much a part of art and industry as of philosophy and physic.

Mr. Philip Magnus, the very able Director and Secre tary of the City and Guilds of London Institute, in his introductory address at the opening of the Finsbury Technical College, in discussing the relation of science to industry, said that the teaching in that school would be practical; that more would be done in the laboratories and workshops than in the lecture-room, and that it might rather be said that the lectures would form a commentary on the practical work, than that the practical work would serve only to illustrate the lectures; that the main purpose of the teaching in that institution would be to explain to those preparing for industrial work, or already engaged in it, the principles of science that have a direct bearing upon their occupation, so that they might be enabled to think back from the processes they see to the causes underlying them, and thus substitute scientific method for the mere rule of thumb.

It

Having mentioned the City and Guilds of London Institute, I again advert to it as probably the most complete scheme of technical education that has been devised. originated with the guilds or trades of the metropolis ; and their principal object is to promote the advancement of technical education in the United Kingdom by a system of laboratory and workshop instruction with explanatory lectures, both in the day-time and in the evening, for the benefit of those who are engaged or about to be engaged in industrial pursuits. The Finsbury Technical College is one of its adjuncts, and it establishes other branches or assists those already established in various parts of the country with both means and teachers; and confers certificates upon all persons who can successfully pass examinations, which it conducts in all the principal towns and

cities where a sufficient number of those who are competent can be found. This work it has successfully prosecuted for the last three years, and it promises more for the future to the industrial classes than any other system in England, not even excepting the noble institution at Kensington and its schools of art and science. The system coincides with the suggestions in this chapter, and fully vindicates the views just expressed. Our public schools would enable us to introduce technical training generally, and to make it omnipresent in the education of all the children, and consequently of the whole people.

CHAPTER XVI.

Chemistry as an industrial science-Its necessity in the art of dyeingColors elaborated by chemists-Those derived from coal-tar-Its use in the fine arts and in other industries-Mathematics illustrated in the useful arts-Views of Herbert Spencer and Dr. Dick-Hydrostatics— Principles of the law of fluids and their application to industrial purposes -Electricity as a mechanical agent-Its subserviency to man's direction-Its wide diffusion and power-Progress made, and the new arts to which it is applied-Geology and mineralogy-Geological deductions —Irregularities in formation and their study-Various facts of the science set forth, which have been applied to artificial uses-Mineral wealth of the United States-Methodical study in our schools-The division of labor-Applied in every branch of industry, especially where machinery is used—If one has been educated in the mechanic art, he is not likely to become a machine-Technic knowledge opens access to many occupations-The invention of labor-saving machines frequent in this country-Universal education, its advantages-American inventions -London "Times" on the exhibit at the Paris Exposition, 1878-Those in general use- -Causes of inventive activity-Classical learning, a digression-Amherst―The English language-Greek and Latin should not take all the time and space-True knowledge not to be sacrificed to verbalism-The ingenuity of the people is a national characteristic -Plan of education at Athens-Rome-In Germany-In France-England-Scotland-Lord Bacon and Locke-Bede and Alcuin-Mechanical training to develop our capacities-The effect of machinery upon the condition of the working-man-Various instances cited-Does it dispense with his vocation ?—Agricultural implements-The railroad― Iron ships-Improvements give more and finer work than they displace -Machinery depends upon scientific principles-A knowledge of these important to the artisan who fabricates them--The study of mechanic art indispensable-Industrial instruction-England and France—It is a public question—It is a mistake to wait for local industries to begin the educational work-Wealth, population, and intelligence.

It was argued in the preceding chapter that there is no branch of industrial art which does not owe its im

proved processes to an application of the laws of science. A knowledge of chemistry, for instance, is indispensable in many of the most laborious as well as in many of the most ingenious and refined of the arts. The wonderful developments in the art of dyeing, within the last thirty years, have been in a great measure owing to the investigations of such chemists as Davy, Dupuy, Bergmann, and Berthold, into the principles of impressing permanent colors upon silk and cotton tissues. The colors they have elaborated of a vegetable and mineral origin are computed at over fifty in number, and those from coal-tar, which are entirely new, rival in brilliancy and beauty the tints of the rainbow. The mordants which fix the colors in the fiber are also entirely dependent on the close observance of chemical formulæ. Chemistry is also of signal importance to the fine arts, and to glass and paper makers. A knowledge of some of its details is constantly in practical use by the miner and the metallurgist, while in the new arts of photography, gilding metals, vulcanizing Indiarubber, in making stearine candles, and extracting sugar from other materials, the influence of this science is never relaxed for a moment.

Mathematical rules are universal in all forms of construction, and are constantly applied by the builder, the engineer, the mason, the brick-layer, the carpenter, the machinist, and the navigator. They are often laid down in mathematical tables which may be relied upon with safety in measuring the strength of materials, the transmission of mechanical power, and in many other particulars which illustrate their respective trades. But the engineer who lays down a meridian, or the sea-captain who reckons his latitude and longitude, or the architect