University, but has a different course of study and a differ- 

 «nt building. Boys can enter at fifteen and stay three 

 years, wlien they are fitted to earn their own living in sev- 

 eral tmdes. The first year they work two hours a day in 

 the carpenter's shop, with instructions given by a colle*^e 

 gradua;te, a«d a practical carjienter. The second year they 

 work the same length of time in the blacksmith shop, and 

 the third year in the nuichine shop. The com^e of study 

 keeps along with their work, and also the drawing. So 

 that the boys can make what they can draw and draw what 

 they have studied about. 



Leaving for a moment the matter of a higher technical 

 training in the practical arts and &ciei>ces, let us look at 

 the needs moi^ particularly of our own community, and 

 at the advantages to be derived from a public school in- 

 struction in the ordinary branches of human industry. 



It is a Prussian pedagogical maxim that "whatever you 

 would have appear in the nation's life you must put into 

 the public schools," and it is just as true of the smaller 

 life of a town or village. 



What is the object of education? Not merely the amount 

 of knowledge that can be crammed into the mind for four, 

 six or eight years of boyhood or girlhood, but the proper 

 and harmonious developement of mind and body by such 

 teaching as will draw out the latent powers within. Every 

 child, of course, should be taught the elementary branches 

 of reading, writing, spelling, arithmetic, geography and 

 grammar in the primary and intermediate schools of the 

 land. But when the question comes, shall we continue 

 this free system in the high schools and academies, add- 

 ing the higher branches of learning, and perhaps a classi- 

 cal training, then we ought to pause and consider, whether 

 such a course is for the best interests of the community at 

 large or for the few who are able to enjoy and profit by 

 this advanced education. 



