NIGHT-SCHOOLS IN NEW YORK AND PARIS. 683 



day have ended, being required to do so either by parents or employ- 

 ers ; and, as they enter the class-rooms fatigued by such labors, unless 

 the teachers can attract, interest, and instruct them, they will either 

 become drowsy or resort to mischievous acts to keep awake." 



This simple record is' in itself a pathetic protest against a system 

 of children's night-schools. If mere book-learning was all that its 

 most earnest champions advocate, it would still be purchased too dearly 

 by forcing growing girls and boys into crowded schoolrooms at night 

 after a day of toil in factories, workshops, or crowded bazaars. 



Taking Paris as a representative of European methods, we find 

 that no such absurdity is committed there as the establishment of 

 night-schools for children. The name of these institutions implies 

 their mission. They are called " cows dSadultes" and are intended 

 solely for pupils over sixteen years of age. 



Their method of instruction contrasts with that of New York, by 

 being in its character not only scholastic and commercial, but artistic, 

 and to a constantly growing extent industrial, technical schools for 

 mechanic arts being a marked feature of night instruction. 



Choice of subjects in the cours d'adultes is entirely optional with 

 pupils. And, as more circumstances are likely to arise preventing 

 night attendance than day, the night-schools of France are perfectly 

 free to all who desire entrance even the formality of registering 

 names not being required from applicants seeking admission. 



All tuition at night in Paris is given in the form of lectures by 

 competent professors. These lectures, embracing all subjects of study, 

 are made both instructive and attractive by illustrations and experi- 

 ments whenever possible. It is found that students learn more from 

 these popular lectures than during hours of w r earisome study. They 

 also make familiar the technical names of things relating to different 

 pursuits, and thus enable the multi tude to read intelligently such 

 books as treat in a scientific manner of the higher branches of their 

 avocations. By making knowledge pleasurable, the schools of Paris, 

 in marked contrast to those of New York, are crowded nightly by audi- 

 ences desirous to learn. 



Another special feature in night education in France, which would 

 bear transplanting to America, is the school library. In 1877 there 

 were 7,764 of these civilizers of men in France ; the number has 

 grown proportionately greater since then five hundred new libra- 

 ries having been instituted the past year of 1879. These libraries 

 are either in the schools or school- wards, sufficiently near to be used 

 for purposes of reference. The state has set aside a yearly sum of 

 120,000 francs for the purchase of books. Thus these libraries ac- 

 quire a constantly increasing size and value. 



Many of these free libraries, however, are not due to the state, but 

 to the liberality of private individuals, who make strenuous efforts for 

 their institution in localities where needed. All of these are accessible 



